Philippines - First Education Project

Report No. 4472 W The World Bank Impact Evaluation Report Philippines: First Education Project (Loan 393-PH) May 6, 1983 Operations Evaluation Department FOR OFFICIAL USE ONLY U Document of the World Bank This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization FOR OFFICIAL USE ONLY THE WORLD BANK Washington, D C 20433 USA Office of Director-General Operations Evaluation May 6, 1983 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Impact Evaluation Report - Philippines: First Education Project (Loan 393-PH) Attached, for information, is a copy of a report entitled "Impact Evaluation Report - Philippines: First Education Project (Loan 393-PH)" prepared by the Operations Evaluation Department. Attachment This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. FOR OFFICIAL USE ONLY GLOSSARY AB - Bachelor of Arts ACAP - Association of Colleges of Agriculture in the Philippines ACCI - Agricultural Credit and Cooperatives Institute B.S. - Bachelor of Science CB - Central Bank CDC - Community Development Center CLSU - Central Luzon State University DBP - Development Bank of the Philippines DTRI - Dairy Training and Research Institute EDPITAF - Educational Development Project Implementing Task Force IDRC - International Development Research Council IIEP - International Institute for Educational Planning IRRI - International Rice Research Institute MM - Master of Management MPS - Master of Professional Studies M.S./M.Sc. - Master of Science NEDA - National Economic Development Authority NFAC - National Food and Agriculture Council NSDB - National Science Development Board OED - Operations Evaluation Department PCARR - Philippine Council for Agriculture and Resources Research PCR - Project Completion Report PNB - Philippine National Bank PPAM - Project Performance Audit Memorandum PPAR - Project Performance Audit Report SEARCA - Southeast Asia Regional Center in Agriculture SIDA - Swedish International Development Agency TPAE - Technical Panel for Agricultural Education UPCA - University of the Philippines College of Agriculture UPLB - University of the Philippines at Los Banos VISCA - Visayas State College of Agriculture This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. IMPACT EVALUATION REPORT PHILIPPINES: FIRST EDUCATION PROJECT (LOAN 393-PH) TABLE OF CONTENTS Page No. Preface ............................................................ i Summary and Main Conclusions ....................................... iii I. PROJECT BACKGROUND........................................ 1 Chapter 1: Introduction ............................... 1 A. Project Generation ............................... 2 B. Project Implementation ........................... 3 II. PROJECT IMPACT ........................................... 5 Chapter 2: Institutional Evolution .................... 5 Chapter 3: Campus Growth ............................. 10 A. Enrollments and Output ........................... 10 B. Available Physical Plant ......................... 11 C. Conclusion ....................................... 16 Chapter 4: The Teaching Staff.......................... 16 A. Numbers .......................................... 16 B. Quality .......................................... 18 C. Attrition ........................................ 19 Chapter 5: The Financing of UPLB ...................... 21 Chapter 6: A UPLB Education: Some Qualitative Considerations ............................ 25 A. Academic Standards ............................... 25 B. External Efficiency .............................. 27 C. Equity and Standards ............................. 30 Chapter 7: The Impact of UPLB: Research and Extension. 31 A. Research ......................................... 31 B. Extension ........................................ 34 C. Government Organization for Extension ............ 38 Chapter 8: Growth in Stature - Higher Education and Manpower .................................. 40 A. Impact Upon Agricultural Higher Education ........ 40 B. Impact Upon Agricultural Manpower ................ 42 TABLE OF CONTENTS (Continued) Page No. Appendices: Appendix I - Follow up of Graduates of UPCA/UPLB ............... 45 Appendix II - Follow up of Employers and Colleges ............... 51 Comments from the Borrower - Attachments I - III 55-63 Annexes Annex 1: Evolution of Institutional Units at UPCA/UPLB ........ 65 Annex 2: Diversification of Programs of Instruction at UPLB in the 1970s (Programs in 1972) ................ 66 Annex 3: Diversification of Programs of Instruction at UPLB in the 1970s (Programs in 1977) ................ 67 Annex 4: Evolution of Enrollment at UPLB in Degree Programs in Agriculture, Arts and Sciences .......... 70 Annex 5: Graduates of UPLB in Agriculture, Arts and Sciences .......................... 71 Annex 6: Enrollment and Output in the Philippines Agricultural Colleges/Universities 1977-78 .......... 72 Annex 7: Space Utilization in Certain Colleges/Institutes of UPLB 1977-78 and 1979-80 ......................... 73 Annex 8: UPLB Library Resources and Their Use ................. 74 Annex 9: Figures of Enrollment and Staff Numbers and Qualifications at Six Agricultural Colleges/ Universities 1979-80 ................................ 75 Annex 10: UPLB: Teaching Load of Departments .................. 76 Annex 11: Number of UPLB Staff on Study Leave by Unit, Place of Study and Degree Pursued ................... 77 Annex 12: Breakdown of UPLB Graduate Enrollment 1979-80 by Employer of the Students ................. 78 Annex 13: Government Budget Allocations for Six Agricultural Colleges/Universities Calendar Year 1980 .................................. 79 Annex 14: Budgetary Allocation for Personnel and Other Services UPLB 1964-79 ............... ....... ...... 80 Annex 15: Budgetary Allocation UPLB in Selected Years .......... 81 Annex 16: Network of National and Regional Agricultural Research Centers .................................... 83 Tables: Table 1: Comparison of Responses: Previous and Present Job .... 85 Table 2: Assessment of Physical Facilities and Quality of Education at UPCA/UPLB by UPCA/UPLB Graduates Including Those Who Had Studied Abroad or Elsewhere in the Philippines ......................... 86 TABLE OF CONTENTS (Continued) Page No. Table 3: Assessment of Quality of Education by Undergraduate and Graduate Level Responses ......................... 87 Table 4: Rating of Skills Acquired at UPLB ..................... 88 Table 5: Comparison of Skills Acquired at UPLB and Elsewhere Among Those Graduates Who Had Studied at UPLB and Other Institutions ................................... 89 Table 6: Rating of Skills Acquired Outside of UPLB Under- graduates and Graduates .............................. 90 Charts: Chart 1: 1962. Organizational Structure, Los Banos Campus University of the Philippines College of Agriculture, Los Banos ............................................ 91 Chart 2: September 1971. University of the Philippines, Los Banos Units .......................................... 92 Chart 3: 1973. University of the Philippines at Los Banos - UPLB .................................... 93 Chart 4: Organizational Structure of the UPLB - June 1979 ...... 94 IMPACT EVALUATION REPORT PHILIPPINES. FIRST EDUCATION PROJECT (LOAN 393-PH) PREFACE This report presents an impact evaluation of the First Education Project in the Philippines, Loan 393-PH, the Agreement for which was signed on October 28, 1964. In line with the Bank's concern that projects should be revisited some time after their completion in order that their socioeconomic impact might be better assessed, the Operations Evaluation Department (OED) has initiated a series of impact evaluation studies. This report is the second in the education sector, the first having been undertaken on the Colombia First and Second Education Projects. The project which forms the subject of this report represented the first Bank lending activity for education, the previous four projects-- in Tunisia, Tanzania and the then East and West Pakistan--having been fi- nanced by IDA credits. The project fell within the very narrow lending criteria for education projects at the time which extended only to: (a) the provision of hardware (buildings, furniture and equipment) and (b) the direct production of manpower, which was interpreted to apply only to secondary and technical/vocational schools and technical (e.g., agricultural, engineering) universities. It was expected at that time that the Bank's entry into edu- cational lending would attract additional educational investment to the sector and give support to the principle of planning by ensuring that projects fit into education sector plans which in turn fit into national development plans. The Loan Account for the Philippines First Education Project was closed in May 1973, by which time the physical works were completed, except for some items deleted because of cost overruns. On the basis of a Project Completion Report (PCR) prepared by the Education Division of the then Asia Regional Office, a Project Performance Audit Report (PPAR)--No. 820 issued in July 1975--was prepared by OED after a field visit. As the PPAR observed, the project comprised the hardware aspects of a comprehensive integral development plan for the University of the Philippines College of Agriculture (UPCA)--the principal software element being a major staff development program funded from other sources. The report noted that the principal objective of improving agricultural teaching and research had been achieved. However, there appeared to be a need for continued efforts to strengthen curricula and to bridge the gap between the implementation of this development program and the long-term development of the University. These observations are fully supported in this impact evaluation report. This impact evaluation was undertaken some eight to nine years after the physical completion of the project and five to six years after the performance audit. As the first loan in the education sector, and as a loan for higher education with a stated goal of having a multiplier effect, this project raised several questions about the importance of lending for higher - ii - education and for establishing national centers of excellence in education. This investment has been followed by assistance to two agricultural colleges under the Philippines Second Education Project (Credit 349-PH, FY73), assis- tance to a third agricultural college and additional investment in the University of the Philippines at Los Banos (UPLB)--formerly UPCA--under the Philippines Fourth Education Project (Loan 1374-PH). For the purposes of this evaluation, a four-member OED team including two consultants, conducted field work in the Philippines during January-February 1980. The mission had discussions with officials of (i) UPLB and six other agricultural colleges/universities, (ii) four major agen- cies of the Ministry of Agriculture in various parts of the Philippines, (iii) two public agricultural authorities established for the sugar and coconut industries, respectively, (iv) four large private firms and (v) selected research organizations. These discussions centered on their experience with UPLB in terms of its production of high level manpower and the UPLB con- tribution to their research and extension efforts. The mission was also able to meet with most of the key officials of the early 1960s who were involved in the development planning which led to this project. These officials are now employed in various international agricultural organizations as well as in institutions of agricultural higher education in the Philippines. In addi- tion, questionnaires seeking data on their work experience and their views on UPLB training were given to about 400 graduates of UPLB working in these or other agencies; 300 of these questionnaires were completed and returned. The mission also received the benefit of extensive literature produced by several Philippine agencies on UPLB and related topics which was furnished by UPLB. Copies of the draft report were sent to Borrower agencies and to the Ford Foundation for comment. Replies were received relating to this project and to another Bank-supported project in education in the Philippines. The comments have been reflected in the text and reproduced as attachments to this report. OED is grateful to the officials of the various agencies contacted and particularly to the staff of UPLB and EDPITAF for their hospitality and their assistance in collecting information. - iii - SUMMARY AND MAIN CONCLUSIONS A. Summary of Findings 1. The development of the Los Banos campus with the aim of creating a national center of excellence in teaching, extension and research in agriculture might be seen by some as having incurred the risk of establishing an expensive ivory tower isolated from the socioeconomic and agricultural realities around it. Bank financing of this project expressed faith in both the Five-Year Development Program (of which the project elements were a part) and the commitment of the campus leadership to making it work for the good of Philippine agriculture. Some ten years after project completion it is clear that that faith was well placed. 2. The project contribution of physical plant addressed what was perhaps the most important obstacle to the development of college level teaching in agriculture. Notwithstanding the scaling down of the originally intended program of buildings and equipment during implementation, the project contribution was one of the largest such university investments at the time. 3. At project completion reporting (1973) and audit reporting (1975) the outstanding points made were that (a) the physical facilities provided were generally attractive but neither fully equipped nor fully utilized; (b) the undergraduate enrollment was on target but graduate enrollment was below target; (c) among the staff there were still problems of both a low proportion of doctorates and, because of still uncompetitive salaries, high attrition; (d) the Bachelor's degree program in agriculture was not as "prac- tical" as it could be, lacking compulsory farm practice; (e) there was a shortage of textbooks because of lack of funds for printing them; Cf) there was an increase in research funding; (g) the follow up of UPLB graduates was being conducted; (h) these graduates were generally being employed and (i) the Government needed to do more toward reorganizing the agricultural services so as to derive maximum benefit from the increased capacity of the campus. 4. The institutional impact of the development program far exceeded the original expectations, with extensive and well-equipped facilities and large numbers of staff trained through Foundation support. The campus confi- dence in itself was reflected in (a) the successful struggle for autonomy from the main campus of the University of the Philippines, leading to the creation of the autonomous University of the Philippines at Los Banos (UPLB); (b) the establishment during the 1970s of several colleges, institutes and centers--perhaps representing too much fragmentation but also represent- ing the diversity of specializations and interests within the nucleus College of Agriculture and the realities of attracting funding--and (c) the rapid rate of diversification of programs at the undergraduate and graduate levels (paras. 2.08-2.10). The weakness of the Development Plan was that it had designed a specific development initiative without, however, providing for the rapid building up of permanent and institutionalized planning capacity to take care of integral long-term planning and related programming on a continuous basis. In part, because of this, some of the developments of the early - iv - 1970s, such as the creation of a five-year degree program and reduction of focus on agriculture (paras. 1.12 and 2.07), lacked the necessary perspective framework and have had to be adjusted subsequently. 5. Enrollment in degree programs rose from 2,383 (16% of which was graduate) in 1972-73 to 4,937 (24% graduate) in 1979-80, more than double the appraisal targets for graduate students (para. 3.01). The dramatic growth in the student body of UPLB after 1974 came chiefly from graduate students, especially in science, and from arts and science undergraduates; this signif- icant broadening of the campus programs to include non-agricultural subjects was not foreseen in the planning and formulation stages of this project (paras. 3.01-3.02). Because of rapid growth in the agricultural higher education system, however, UPLB accounted for only 4.4% of Philippine under- graduate enrollment in agriculture in 1977-78 (by comparison with some 28% in 1964) (para. 3.04). The utilization of classrooms showed wide variations. The average of 46% overall utilization rates in 1977-78 rose to 49% in 1979-80 partly because of enrollment growth and partly because some classrooms had been converted into administrative space (paras. 3.06-3.08). The situation regarding equipment had deteriorated largely for reasons of inadequate budgets and poor maintenance (paras. 3.09-3.10). Major shortages of student dormi- tory and staff housing were being experienced because of the rapid rise in enrollments without a concomitant increase in accommodation (paras. 3.11- 3.12), and the demands on the library had grown in the 1970s without cor- responding budgetary provision for library materials (paras. 3.13-3.14). 6. In regard to the teaching staff there had been a sharp increase in numbers from 374 in 1972 to 673 in 1980, thus maintaining a reasonable rela- tionship to enrollment (paras. 4.01-4.03). Teaching loads were reasonable in the College of Arts and Sciences, which is a typical teaching institu- tion, while they were low in those applied science units such as the College of Agriculture, where faculty are more extensively engaged in research and extension (paras. 4.02-4.03). There has been significant improvement during the 1970s in the structure of qualifications (i.e., degrees held) and rank, largely because of Ford Foundation assistance under the Five-Year Develop- ment Program up to 1972 and a subsequent grant 1974-78 (paras. 4.04-4.05). UPLB is now considerably ahead of any other agricultural college in the Philippines in terms of the average quality of its faculty credentials, the one unit at UPLB which was an exception to this high standard being the College of Arts and Sciences (paras. 4.04-4.06). Because of the failure of salaries to keep abreast of inflation, especially at the higher ranks, staff attrition remains a problem. In response, UPLB pursues a vigorous staff development policy and its most significant source of trained staff is the output of UPLB graduate programs (paras. 4.07-4.11). 7. UPLB is well off in budgetary terms by comparison with other Philippine agricultural colleges and universities; however, UPLB receives budgetary allocations for its regular operating costs, particularly as regards maintenance and the established instructional programs, which are inadequate, especially by comparison with the favor shown to new instructional programs, research and extension. Its extensive research program brings in the bulk of its revenues exclusive of Government appropriations (paras. 5.01-5.05). In part, the campus is constrained by Government requirements that all surplus - V - income from its operations be deposited in the National Treasury (para. 5.06). There are a few internal problems regarding the distribution of the available resources among the various units of the University (para. 5.07). The costs per student at UPLB are not unreasonable, but even though fees are pegged at a low level, so as to maintain as open and as equitable an admission policy as possible, recent experience suggests that the more well-to-do persons are beginning to form a sizeable proportion of the student body (paras. 6.15-6.16). 8. UPLB retains an outstanding reputation in regard to its academic standards (paras. 6.01-6.02). In part this has come from its possession of good physical plant, but in general it has been due to a strong tradition of rigorous requirements, even if supported as in the latter 1970s by a more organized remediation program to help the more disadvantaged of its "democratic" student body (paras. 6.15-6.16). Incentives are being offered to promote excellence in teaching, and the vast majority of graduates and em- ployers appear to appreciate the value of a UPLB education particularly in research skills (paras. 6.05-6.06). However, the lack of compulsory farm practice for persons in the field of agriculture has been criticized by employers and some senior UPLB faculty (paras. 6.06-6.08). UPLB graduates are in great demand, very upwardly mobile in their careers and compare favorably overall with graduates of other colleges and universities (paras. 6.09-6.10). Because of shortage of funds no systematic follow-up of graduates or labor market analyses are performed to help assess the external efficiency of the UPLB programs and to inform the process of program development at UPLB (paras. 6.11-6.13). 9. UPLB maintains as well a dynamic and high quality research program, which attracts extensive support from Philippine public and private sector agencies as well as bilateral and multilateral agencies (paras. 7.02-7.03). Internal re-organization has taken place to cope with the rapid increase in the number and diversity and multidisciplinary nature of research topics being handled, and the number of significant research findings is impressive (paras. 7.04-7.06). 10. UPLB has played a leading and vital role in building up national research capability. In 1972, the Government established the Philippine Council for Agriculture Research (PCAR)--later changed to the Philippine Council for Agriculture and Resources Research (PCARR). This Council depended heavily upon UPLB personnel for its leadership and the training of its staff, and the extensive fellowship program of training of higher level agricultural manpower funded by PCARR has made extensive use of UPLB as the training center. PCARR has taken steps to strengthen the research capacity of other colleges and universities and entrusted to UPLB a major role in the national research network, especially in dealing with the studies requiring interdis- ciplinary teams. In addition to the food production priorities of PCARR, UPLB is involved in research into rural development, marginal lands and the environment (paras. 7.07-7.09). 11. With regard to extension, UPLB has developed its own style of outreach in keeping with its view of itself as having the entire nation and in some respects Southeast Asia as its constituency rather than simply the Laguna or the Central Luzon area. UPLB interprets its extension role as involving - vi - dissemination of information to the public and the agricultural community, ad hoc training, "action research" projects piloting various techniques and approaches and consultancy services to the public and private sectors. This role, which is less directly farmer-oriented, is perhaps better characterized as outreach instead of extension in the traditional sense. Certainly the original intention to be heavily involved in traditional extension work has been significantly modified. Over the past twenty years, however, the evolu- tion of this policy has been reflected in a variety of organizational changes related to the extension role (paras. 7.10-7.11). 12. The achievements of UPLB in these selected areas have been remark- able; in particular, the influential role of UPLB in national policy in agriculture (paras. 7.12-7.16). Yet the constraints upon UPLB funding of extension work have produced a perception in the agricultural community that UPLB staff are not as interested in their problems unless they can be paid and the risk of UPLB being overwhelmed by the requests for consultancy services is very real (paras. 7.17-7.18). Under this project the Government was expected to organize itself in order to improve its ability to utilize the research output of UPLB. This reorganization involved far more study, training, funding and time than the appraisal mission appeared to assume to be neces- sary, and it is being addressed realistically in various ways by three proj- ects--the Fourth Education (Loan 1374-PH, FY77), the National Extension (Loan 1626-PH, FY79) and the Agricultural Support Services (Loan 2046-PH, FY82)-- providing US$105 million in loans. 13. UPLB has become not simply an outstanding Philippine university; it is an outstanding Southeast Asia university serving an appreciable number of foreign students. The campus was used to site not only the International Rice Research Institute in the 1960s, but also the headquarters of the South- east Asia Regional Center for Graduate Study and Research in Agriculture (paras. 8.01-8.02). Perhaps the strongest evidence of the utility of UPLB is in its provision of high-level tropical agricultural manpower, rendering it unnecessary in large measure for such persons to be trained abroad (para. 8.03). Over the years UPLB has (a) provided the leaders for other agricul- tural colleges and universities from among its own staff, (b) trained many staff for these institutions and (c) maintained collaborative research proj- ects with them which have been of benefit to these colleges and universities (paras. 8.04-8.06). UPLB has also played a leadership role in trying to strengthen agricultural higher education policy and standards. UPCA took a leading role in establishing (i) the Association of Colleges of Agriculture in the Philippines in 1964, within the framework of which UPLB participated in planning teams to assist these colleges, and (ii) the Technical Panel for Agricultural Education within the Ministry of Education to raise standards of education in agriculture at all levels, to accredit institutions, and to provide guidelines for degree programs (paras. 8.07-8.08). 14. The UPLB contribution to agricultural manpower, while not insignifi- cant in quantitative terms, is most significant in qualitative terms and at the graduate degree levels. In these respects the UPLB graduate's employ- ment prospects have been bright and are expected to remain so (paras. 8.09- 8.10). A noticeable trend which developed in the 1970s was the move on - vii - the part of UPLB graduates away from careers in teaching and extension into careers in research or other specialized functions such as pest control. The expectation that UPLB would provide leadership personnel for the Govern- ment services in agriculture has been fully met; UPLB graduates hold leader- ship positions in a wide range of government agencies even outside the sector (paras. 8.11-8.12). B. Conclusions and Lessons 15. The project--and the Five-Year Development Program of which it formed a key part--in many respects achieved more than was expected of it. As one person put it, the Program converted the University of the Philippines College of Agriculture into the University of the Philippines at Los Banos. What was expected to be a national center of excellence has become an inter- national center of excellence as well. 16. UPLB has supplied leadership and leaders for public sector agencies and agricultural colleges and universities. The University's extension effort has evolved into a shape somewhat different from the direct farmer assistance orientation originally foreseen. Yet, through its nationwide outreach--with action research projects, dissemination through print and radio, and policy advice to the public sector at all levels, the impact of UPLB probably far exceeds what could have been originally envisaged. The strength of the research program is also well beyond what was expected. Large inflows of foreign and local funds for research projects and the almost trebling of graduate student enrollment (by comparison with the original goals) have given research a predominant place at UPLB. The campus has also played a key role in strengthening national research capacity. 17. In these respects it is clear that the hoped for multiplier effect of this investment and the Five-Year Development Program as a whole is taking place and that both the investment and the strategy of fostering a center of excellence were sound. The successful implementation of the project is a tribute to the careful preparation of the Five-Year Development Program and staff development and to the energy and dedication of campus leadership during program design and implementation. 18. Despite these considerable achievements, it is instructive to review some of the problems which were encountered during and after project imple- mentation, even though in most cases these were deficiencies or shortcomings which were marginal to the picture of overall success. 19. Institutional Arrangements for Planning. The Five-Year Development Program was an outstandingly bold and brilliant document especially in the context of its time. Its principal limitation, however, was that it was a program rather than a plan, and while it addressed an urgent development need, it did not provide for institutionalizing and building up the planning capa- bility of the campus on a full-time permanent basis. As an institution of higher learning is by its very nature in a constant state of renewal and improvement, its development needs require the services of full-time planners as well as a long range perspective for efficient management of its physical and academic growth and change. The planning for post-1970 developments - viii - needed to have been started as early as 1965. The efforts which came in the later 1970s to establish a full-time planning service were a step in the right direction even though well below the scale of the effort needed. 20. The principal aspect of the problem related to the requirements of academic planning. The data required include labor market trends (both quantitative and qualitative), state-of-the-art trends in the disciplines concerned, evaluation of the internal and external efficiency of ongoing programs--including follow-up of alumni--and the required staffing and arrangements to seek out, interpret and coordinate the data and integrate these into financial and physical planning. On the whole, the relatively late attention to particular areas such as computers, statistics, basic sciences and social sciences, the relative underestimation of needs in Agronomy and Botany and overestimation of enrollments in Agricultural Education and Exten- sion, the gap between UPLB and employers in perception of the value of farm practice, the introduction of the short-lived five-year degree program and the relatively limited support given to textbook production were all issues which might have been earlier and more satisfactorily addressed if academic planning had been accorded a more prominent place and appropriate staffing. 21. Funding. The funding of UPLB has been a source of concern and has introduced some distortions in the general development of the campus. It was partly in a search for funds that new centers, institutes, colleges, research programs and other initiatives sprang up to so remarkable an extent in the 1970s when consolidation rather than fragmentation would have been desirable. It is of some concern whether the campus has not already become so dependent financially upon research and consultancy sources of funding that its teaching program may not be endangered by further extension of these activities. The underfunding of regular operations and of the established instructional programs and the disincentives to expanding income producing activities are major issues. It is clear that some fundamental revision of the financing arrangements for UPLB is needed to provide more adequately for the basic needs of the University, assure funding over a longer time frame than annu- ally, encourage income-producing activities, create greater control by UPLB over funds allocated to it, encourage good internal budgetary control through analysis of cost effectiveness and of budgetary needs, and allocate the overall resources better in line with the needs of the constituent units. 22. A further lesson which emerges from this effort to develop a univer- sity is the question of the responsibility of donor agencies. In this case the Bank and other donors adopted the attitude (commented upon to the OED mission by observers in the field), that UPLB, having had its quota of funding, should receive no more--at least for the areas already supported--and that other colleges should now be attended to. Attention to the needs of other colleges was clearly important, but the relative neglect of UPLB until the time of the Fourth Project was inconsistent with the strategy of the First Project, which treated UPLB as the cornerstone on which the development of agricultural higher education in the Philippines would be built. Thus, the modest support needed to complete some of the uncompleted developments financed under the reduced First Project was not readily forthcoming in the - ix - early 1970s, and UPLB capacity to produce the desired multiplier effect to benefit other institutions in the Philippines remained limited. The Bank needed to have set the lead in these circumstances in reinforcing and fol- lowing up the previous project and in recognizing the need for long-term commitment in institution building. The Fourth Education Project, which funded the next Bank investment in UPLB, by contrast, not only came relatively late, but also did not provide for all of the needs arising from the reduction of the First Education Project, with the exception of staff development. - 1 - IMPACT EVALUATION REPORT PHILIPPINES: FIRST EDUCATION PROJECT (LOAN 393-PH) I. PROJECT BACKGROUND CHAPTER 1: INTRODUCTION 1.01 The University of the Philippines College of Agriculture (UPCA) at Los Banos was established in 1909; by 1929 its faculty numbered some 88 persons. During World War II the campus was pillaged and suffered extensive losses in buildings, equipment, biological collections and invaluable varie- ties of livestock and planting materials which had been developed over decades of breeding. Post-war teaching activities were resumed in July 1945 under difficult circumstances. In 1952, a cooperative arrangement between Cornell University and UPCA was entered into "to assist in the rehabilitation of the College of Agriculture, the development of the Central Experiment Station, the training of professional agricultural personnel in research, teaching and extension, and the development of educational materials." Under this arrangement, which lasted until 1960, the physical facilities and faculty of the College were upgraded; research and teaching activities were consider- ably strengthened. The campus attracted a significantly increased amount of investment from local and foreign sources. During the 1950s, however, it became increasingly clear that the campus lacked the scale of physical facilities needed to cope with the enrollments--exceeding 4,000 in one exceptional year (1955-56)--that were building up. 1.02 UPCA commitments were growing in other respects. In 1960, with assistance provided by the Ford and Rockefeller Foundations, the International Rice Research Institute (IRRI) was established in Los Banos adjacent to the UPCA campus. In 1960 a Community Development Center (CDC) was located adja- cent to the campus on leased land and for a time enjoyed a relationship with the campus. An Agricultural Credit and Cooperative Institute (ACCI) was established at the College by the Government in 1960. The UN Special Fund had approved funding for a Dairy Training and Research Institute (DTRI) for the Southeast Asia Region which was to become a part of the campus. The circum- stances were auspicious for planning the development of the Los Banos campus, and the UPCA officials responded. With the objectives of strengthening the faculty and renewing and expanding physical plant to meet existing demands and growing commitments, a Five-Year (1964-69) UPCA Development Plan was prepared by UPCA and reviewed, at the request of UPCA officials, by specialists from Cornell University (USA). This plan was finally revised by UPCA and formed the basis of a Credit Application to IDA in January 1963 for funds for the development of the physical plant. -2- A. Project Generation 1.03 The Credit Application posed somewhat of a dilemma. The Philippines was ineligible for credit funds at the time. The Bank felt that education, as a 'soft' sector--especially given the long delay before commencement of full benefit accrual--was inappropriate for loans, since criteria for lending assumed specific recapture of the debt service payments out of the project benefits, as distinct from general recapture out of the borrower's resources. The Bank and the Government eventually agreed to consider the request as a Loan Application, with the repayment period for the loan somewhat extended and with some delay in the commencement of repayment, so as to give sufficient time for benefits to begin to accrue from the development program. UPCA, a constituent College of the University of the Philippines, was sufficiently autonomous and physically separate as to be treated as a separate college; under the then current lending criteria, assistance to a general university per se, such as the University of the Philippines, would not have been possible. Assistance to colleges of agriculture and engineering was accorded high priority, however, as these were considered capable of making a direct and relatively ready contribution to manpower development. 1.04 The appraisal mission appraised not simply the proposed development of the physical plant of the campus but the UPCA development program as a whole. There were 19 agricultural colleges in the country, and, among these, UPCA was already well known for its high standards. The mission recognized the leading role and rising importance of UPCA in agricultural education and research in the Philippines and in Southeast Asia. This mission found that (a) the staff upgrading needs were indeed extensive, with only 10% of the staff having doctorates, 25% Master-s degrees and the rest only a Bachelor's degree and (b) attrition was high among staff, partly because of the absence of adequate housing. 1.05 In view of the crucial importance of agriculture in the economy of the Philippines, the mission also reviewed the capacity of the Govern- ment's agricultural services to transmit the benefits to be derived from any improvements in the training of high level agricultural manpower and from the development of research. In this connection, the mission noted that the Government was aware of the need for such essential measures as land re- form, development of infrastructure (including irrigation) and the reorgani- zation of its agricultural services and had already taken some steps in these directions. 1.06 The appraisal mission felt that this well-conceived development program for UPCA would "increase the effectiveness of UPCA as the Philippines' leading center of agricultural training and research." This was expected to lead to improvement in (a) the quality of the Government's agricultural services--which drew about 20-25% of their professional staff and almost all of their leadership from UPCA and (b) research capabilities at UPCA which, in turn, through the production of post-graduate degree holders and through an enhancement and strengthening of cooperative research relationships between UPLB and other public and private agencies, would expand and improve agricultural research and improve agricultural education. - 3 - 1.07 The project as eventually agreed upon did not meet all of the needs in terms of the physical plant. Furthermore, the originally planned construction program had to be scaled down during project generation in line with financial limitations imposed by the Government. This project was followed by three subsequent education projects which contained items that, in some degree, reinforced the goals of this First Education Project: (i) the Second Education Project--Credit 349-PH (FY73)--which assisted two other agricultural colleges which are now universities--Central Mindanao and Central Luzon State; (ii) the Third Education Project--Loan 1224T-PH (FY76)-- which, inter alia, helped the University of the Philippines with a program to develop the training of science teachers; and (iii) the Fourth Education Project--Loan 1374-PH (FY77)--which, in addition to assisting Visayas State College of Agriculture, provided funds for the further development of the Los Banos campus, principally in animal science and forestry. 1.08 The project provided for (i) the construction and equipping of new academic and administrative buildings, (ii) renovation of some existing buildings and (iii) student boarding facilities and staff housing. This major development of the campus was intended to expand student enrollment from 2,000 to 2,500 including 500 at the graduate level, to replace the crowded, poorly lighted, poorly ventilated and ill-equipped teaching spaces and to install functioning telephone, water, electricity and gas systems and a good network of roads. This constituted the physical basis for the improvement and expansion envisaged under the Five-Year Development Program. 1.09 The project was based on the assumption that staff development-- through fellowships and assistance from expert professors visiting UPCA-- would be supported by the Ford and Rockefeller Foundations and that, in order to attract and retain staff, salaries would be doubled between 1964 and 1968. The university undertook to establish a special implementation unit at UPCA to implement the project, to maintain the facilities and to operate UPCA so as to realize the educational objectives of the Five-Year Development Program. The Borrower--the Philippine Government--committed itself to (a) provide funding for project implementation as well as the operation and maintenance of the physical plant, to the extent that such funding could not be met from the University of the Philippines and UPCA sources, and (b) reorganize its agricultural services in order to ensure that the UPCA Five-Year Development Program would provide maximum benefits to agriculture in the country. In a supplementary letter, the Government also confirmed its intention to support those items in the Development Program not directly covered by the project--namely, staff development, improvement of salaries, revision of curricula, production of textbooks, expansion of research activi- ties and enrollments. B. Project Implementation 1.10 The Project Completion Report (PCR), dated May 1973, observed that the project had been completed by December 1972, some 30 months later than originally planned, with a cost overrun of 12%. Reductions in the original schedule of works had been agreed during implementation in the light of financial constraints--a reduction of space in some academic and communal facilities by 14%, equipment by about 10% and staff housing standards to "low cost housing" standards. The layout of buildings was criticized as being too dispersed and therefore costly in terms of site development and inconvenient for staff and students. The buildings were considered attractive in design but their circulation areas were considered somewhat generous, and some matters--such as classroom and laboratory sizes, natural lighting, ventila- tion, water drainage from corridors and floors which were not well protected from rain--were stated to have received insufficient attention. Some slug- gishness in equipment procurement was attributed to the cumbersome process of having all major purchases (over US$1,500) cleared by the main university campus in Diliman. 1.11 On the whole, the Loan of US$6.0 million was judged to have been utilized effectively, but the judgment was a qualified one. The teaching spaces were underutilized and, in some cases, ill-equipped. The hostels were only half-utilized. The undergraduate enrollment was on target (2,000) but graduate enrollment, despite an increase in the number of programs leading to the Master-s degree, was only 385, 23% below the appraisal target. The 1963-72 staff development program financed by the Ford Foundation had been carried out and staff had increased in numbers; however, only 29% of the staff had doctorates, instead of 40% as projected at appraisal. Salaries (especi- ally for senior staff) had been doubled; however, attrition, as well as the participation of staff in other jobs and consultancies, was considerable because salaries were still uncompetitive with the private sector and with other openings for highly trained manpower. The overseas staff development scholarship programs had ceased, leaving as the only training opportunity the UPLB graduate programs which, although important, were as yet insufficient. 1.12 The project completion mission considered the new curriculum un- satisfactory, in that it had introduced a five-year program and had increased both (a) the number of units or courses required for graduation and (b) the proportion of time spent on humanities.!7 The new curriculum also had instituted three electives--preparation of a thesis, a study of a "special problem" and farm practice;2/ however, it was noted that no student had elected to take farm practice in 1972-73. The amount of land devoted to farming for instruction and research purposes was considered to be too limited. Thus, the curriculum appeared to have become less "practical". UPCA had become UPLB (University of the Philippines at Los Banos), its extension work had been expanded; UPLB had begun to maintain its physical plant satis- factorily and had a cell of persons trained in equipment maintenance; research funds had increased and UPLB was still the leading source of well-trained agriculturists in the Philippines. 1/ The amount of time devoted to humanities was in keeping with the require- ments of the prevailing regulations and legislation. 2/ The term "farm practice" is used in various parts of the Report. It refers to the farm practice course which involves actual supervised work over a period of time in farm duties. It should be made clear, however, that practical activities such as handling farm machinery, grafting of plants and so on are carried on as integral parts of the laboratory work of various courses. - 5 - 1.13 The Project Performance Audit Memorandum (PPAM), prepared after a field visit in November 1974--some 18 months after the Completion Report-- confirmed most of the broad findings of the PCR and updated others in line with the rapid on-going evolution of the campus. The Memorandum reported that the utilization of student hostels had improved to 100% because of the attrac- tiveness of the new rental rates of 27 pesos per month; the farming area had been increased from 80 hectares in 1972 to 350 hectares; the five-year Bachelor's degree program in agriculture' had been changed to a four-year program, but had not become more "practical" and still retained "farm prac- tice" as an alternative to "thesis" (the latter being more attractive to students). The Memorandum also noted that graduate enrollment had risen to 636, well above the appraisal target; the preparation of textbooks for the students had taken place to some extent, but the lack of funds was preventing further progress; the role of UPLB in the Philippines was still preeminent; research grants had increased; and the employment of graduates was being systematically traced by UPLB and there was a very high rate of employment of UPLB graduates. While noting that the Government had (a) reorganized some of the services and institutions connected with agricultural research and edu- cation and (b) established the Philippines Council for Agricultural Research at Los Banos in 1972 and a Department of Agrarian Reform, the Audit Memorandum concluded that the originally expected Government reorganization of agricul- tural services had not materialized. 1.14 The project provided support to reinforce the leading agricultural college in the Philippines in the full expectation that it would be trans- formed into a national center of excellence. This development strategy entailed risks of failure if it produced only an ivory tower institution which catered mainly for a social elite and whose teaching and research programs were isolated from the surrounding agricultural realities. On the other hand, it held the promise of outstanding benefits to the agriculture sector and lasting impact upon higher education if the university could become well integrated into the national network of agricultural development and education institutions so as to produce the expected multiplier effect. This second look in 1980-81 at the achievements of this project over a longer term pro- vides a better basis for differentiating between the results observed in 1975 which were merely transitory and those which were more enduring, assessing the realism of the original objectives and the resources made available and identifying the areas of institutional dynamism and shortcomings which have emerged. II. PROJECT IMPACT CHAPTER 2: INSTITUTIONAL EVOLUTION 2.01 The project was directed at strengthening the agriculture sector in the Philippines through an expansion and improvement of the training, research and extension activities of the higher education system. By provid- ing adequate physical facilities as part of an overall integral development plan, the project was expected to equip the campus to play a more effective -6- role both nationally and internationally in higher education and research in agriculture and to supply the personnel needed for leadership roles in the Government's agricultural services and in agricultural higher education. 2.02 The institutional development of the Los Banos campus outstripped the original expectations in several respects. On November 20, 1972, a Presidential Decree (No. 58) was signed, creating a new University of the Philippines system, which included the University of the Philippines at Los Banos (UPLB) as its first autonomous campus with its own chancellor. This was the culmination of a considerable effort on the part of the Los Banos campus authorities to obtain either greater autonomy or total independence from the main campus at Diliman. With the successful completion of the Five-Year Development Program of physical expansion and staff development, the image of the campus had been enhanced and the growing body of qualified and capable staff was rapidly developing in corporate confidence; thus, the UPCA community became increasingly concerned about the academic and administrative controls being exercised from Diliman which appeared to stand in the way of realizing the full potential of the campus. For example, portions of the Los Banos budget were often withheld or frozen by Diliman--over the seven-year period 1964 to 1970 the total of such withheld sums amounted to 5.4 million pesos. Although it was not an original objective of the UPCA planners of 1962-63, campus autonomy became one of the most important indirect consequences of the implementation of the development program. 2.03 The PPAR observed that the "one significant shortcoming in program design seems to be that it did not adequately bridge the gap between program completion and the need for the continuing long-term development of the UPLB." Over the longer term perspective this deficiency becomes even more apparent. To put it simply, the Five-Year Development Program had been designed to meet urgent existing and immediate needs, not the needs of future developments. Although the program had been prepared on the assumption that UPCA "cannot cease to grow and develop,"!/ the follow-up development needs were slow to be elaborated. It was probably not recognized either by the Bank or by the campus that intensive planning would have been needed on a con- tinuing basis in order to achieve sustained planned development beyond the period of the program, especially following the scaling down of the original physical plant targets. In terms of actual planning, a hiatus had occurred between 1963 and 1967, after which intensive planning by various units of the -Los Banos complex was undertaken. A task force was then appointed to take an overview of the situation, and this led to the preparation of a report by the UPLB Committee on Planning and Development in 1971. 2.04 This report2/ represented a realistic, thoughtful effort to come to grips with the challenges of the growth implicit in the ongoing Five-Year Development Program. Some of the principal proposals included in the report were: 1! Page 5 of "Proposed Development Program for the College of Agriculture University of the Philippines (a consolidated Proposal)" dated August 1962. 2/ Entitled "U.P. at Los Banos. Development Goals and Plans for the Seventies," September 1971. -7- (a) greater campus autonomy; (b) establishing a selective admission policy so as to reduce the quantity and raise the average academic level of the entering freshmen; (c) a massive student scholarship program to make UPLB an almost free university accessible to poorer and more deserving students; (d) strengthening the practical aspect of the agricultural degree program by establishing commercially-oriented agricultural enter- prises controlled by UPLB and capable of meeting the needs of students for guided farm practice; (e) an industry-oriented program on food science and technology; and (f) establishing a center for development studies. The report recommended that more work would be needed to produce a detailed development program and envisaged establishinf closer UPLB links with three other agricultural colleges and universities,!. as well as with other Asian agricultural colleges and universities. 2.05 One of the Committee's most trenchant recommendations represented an important departure from the original objectives of the Five-Year Develop- ment Program: a proposal to establish a new College of Science and Humanities which would emphasize graduate study in disciplines that were in scarce supply in the country, namely Biological and Physical Sciences, Mathematics, History and Filipino studies. This college was to be formed by merging five of the existing departments. 2.06 Many of these ideas formed the basis of development after 1971. They correctly addressed the need to capitalize upon the achievements over the period 1965-71. The detailed institutional development planning recommended by the report would no doubt have brought to light two of the existing shortcomings on campus: (a) the urgency of meeting the continuing staff development needs, especially in the basic sciences and (b) the inadequacy of the physical plant following its scaling down (in the interest of economy) during project implementation--a problem which was most keenly felt in the case of such units as Food Technology and Agricultural Engineering, especially in light of increasing enrollments in the 1970s (para. 3.15). 2.07 The effort in development planning flagged somewhat in the early 1970s. After the arduous struggle for autonomy, the majority of the leaders in development planning had left the campus by the end of 1971 for senior 1/ Central Mindanao University, Central Luzon State University and Visayas State College of Agriculture. - 8 - positions in other colleges and in international and other agencies. With this change of leadership!/ and with the less promising economic situation in the country as a whole and financial situation in the education sector (para. 5.03) in particular, the campus authorities pursued a policy of pro- liferation of units rather than one of consolidation. Development planning became less comprehensive in its scope than it had been in the early 1960s, and some of the tempo in agricultural extension and direct contact with farmers seemed to have been lost. 2.08 At the beginning of the 1970s, the campus comprised two Colleges (Agriculture and Forestry), the Agricultural Credit and Cooperative Institute and the Dairy Training and Research Institute. By the end of the 1970s, with very little addition to physical plant, there were six colleges and other institutions and a Graduate School, three specialized institutes and five centers (see Charts I-IV and Annex 1). In the brief period of five years, course offerings had become even more diverse. If forestry is excluded from the picture, there were seven Bachelor's degree programs available for students in 1972 and in two of these--agriculture and home technology--a total of 13 major fields were available. By 1977, two of these degree programs had been reduced to major fields within the B.S. Agriculture program and 14 new Bachelor's degree programs had been instituted; thus there was a total of 19 Bachelor's degree programs, and in six of these programs some 25 major fields were available (see Annexes 2 [1972] and 3 [1977]). Similarly, by comparison with one Doctoral and one Master's degree program in Agricul- ture, each covering ten major fields in 1972, there were four Master's degree programs covering 116 fields and a Doctoral program covering 64 speciali- zations available by 1977. In the view of some UPLB and former UPLB staff, this tendency was too great and centrifugal at a time when consolidation and more gradual change were needed. 2.09 This extraordinary growth reflected the successes of the development program in both its major aspects of improved physical plant and staff development. The pattern of diversification reflected some realities with respect to attracting external extraordinary and regular funding. Throughout the early and mid-1970s, the regular campus budget was either static or increasing only very slowly; since, for reasons which are unclear, it was easier to obtain funding and research contracts for a new institute or center than for a regular activity or unit of the University, there was a tendency to create such new centers and institutes. In the event, not all of the funding needed to enable some of these units to function effectively was secured. 2.10 Some of these programs were in response to perceived academic or professional needs. Two "umbrella" Master's degree programs--one in profes- sional studies (the MPS) and another in management (the MM)--enabled wide areas of interest to be catered for within flexibly designed programs. Other programs designed in response to needs included, for example, Food and Nutri- tion Planning, Agricultural Marketing and Environmental Science. However, not all of these developments were in line with the goals of the early 1960s. Among the 14 new Bachelor's degree programs were two in arts and seven in 1/ The new Chancellor was an outstanding person; however, he was not a specialist in agriculture. - 9 - pure sciences--albeit in most cases related to agriculture; the two Bachelor's degree programs which were reduced in status to major fields of the B.S. in Agriculture--agricultural extension and agricultural education--were both specializations to which the Five-Year Development Program and the project had attached the highest importance. 2.11 During the 1970s, no comprehensive development programs for the campus emerged. In 1976, the University of the Philippines system did issue, in brief outline and without the benefit of detailed planning, a statement on long-term development of the University over the next 10 and 25 years..!/ Over the ten-year perspective, in addition to internal reforms in the Univer- sity system, the emphasis was placed upon supporting the Government's priorities in agricultural and industrial development--which, in the case of UPLB, consisted largely of creating new institutes and centers. In the twenty-five-year perspective, a greater effort was foreseen to adjust to emerging and new social priorities and concerns. Rather than focussing on comprehensive development programs, planning tended to be done through policy workshops comprising heads of various units. For example, at one such work- shop in 1976 it was decided to create the position of a Vice Chancellor for Academic Affairs to coordinate undergraduate courses and qualitative develop- ment; at another workshop in 1978, a moratorium on the proliferation of courses was discussed. In February 1978 the office of Vice Chancellor for Planning and Development was created to take charge of long-range planning and development, and this position was filled the next year. In August 1980 a policy workshop was organized to discuss crucial issues of the 1980s. 2.12 In hindsight, it is clear that one of the shortcomings of the Five-Year Development Program was that while it recognized the need for continuous development and in itself constituted an excellent medium-term plan in many respects, it did not sufficiently address the need to provide immedi- ately for a continuous institutional capability in integral long-range planning.l/ Several of the initiatives of the early 1970s needed to have been set within a long-term perspective and suffered from the lack of such planning services. For example, the five-year degree program (para. 1.12), which proved transitory, stemmed largely from the wishes of the large number 1/ The U.P. System and The Future. A Perspective Development Plan Univer- sity of the Philippines, March 1976. 2/ As references to planning will recur in various places in this Report, it is worthwhile explaining the term "integral long-range planning". As used here it refers to attention to the combined qualitative and quanti- tative aspects of development involving not only physical plant and staff development, but also the establishment of perspectives on research, manpower development and institutional impact within which to assess, accommodate and originate individual initiatives and proposals for development. The perspectives need to be sufficiently long-term to apply to a labor market situation some 10-15 years away. Hence, planning for the student intake of 1970/71 would have to be geared to the labor market of 1974 and beyond. - 10 - of faculty recently trained abroad who were too anxious to include speciali- zation within the Bachelor-s degree program. The basic sciences were not given the support which they needed in the early 1970s because of the lack of a perspective of these subjects as services essential to the rest of the campus (paras. 3.10 and 4.06). The effort to develop the permanent planning capability came some twelve years too late, and by that time much of the machinery for collecting data essential to planning activities had not as yet been established. CHAPTER 3: CAMPUS GROWTH A. Enrollments and Output 3.01 The shortfall of 23% in graduate enrollments which the PCR reported proved only temporary and had been largely made up by the time the PPAM was prepared. After the relatively stable level of both undergraduate and gradu- ate enrollments from 1965-66 to 1969-70 and the sharp, sudden drop in under- graduate enrollments in 1972-73, there was a steady rise in degree program enrollments following project completion, reaching the level of 2,586 under- graduate egree students in Agriculture and some 1,352 graduate students by 1979-80.1 In addition, on the basis of the physical plant provided under the project, there has been a steady growth in undergraduate enrollment in arts and sciences, from 69 (or 3% of the combined undergraduate enrollment in agriculture, arts and sciences) in 1972-73 to 999 (or 28%) in 1979-80. This largely non-agricultural enrollment and the graduate enrollment have provided the principal elements of the 107% overall enrollment growth (excluding forestry) in the degree programs from 2,383 (including 16% graduate) in 1972-73 to 4,937 (including 24% graduat) in 1979-80, well beyond the project targets of 2,500 (with 20% graduate) .2 However, partly because of limited campus capacity, over the past three years from 1977-78 to 1979-80, enrollment growth has tapered off somewhat (see Annex 4). 3.02 One of the principal objectives in establishing the College of Arts and Sciences--the promotion of graduate work in the sciences--appears to have been largely realized in the rapid increase in M.Sc. enrollment, especially in recent years, from 365 in 1973-74 to 1,021 in 1979-80 and in Ph.D. enrollment from 71 to 219 in the same period. Although many of these persons were studying in the general field of agricultural sciences, the Master's degree programs in the more specifically agricultural fields have tended to attract less persons, with enrollments levelling off over the past four years at about 70-80 per year (Annex 4). Another recent development, 1/ This excludes student enrollment in the Master's degree programs in Forestry and in Science (Forestry). 2/ If all degree and non-degree students are included, the enrollment (excluding forestry) in 1979-80 was 4,070 at the undergraduate level and 1,369 at the graduate level. - 11 - however, has been the enrollment of several pre-medical students in the College which, although a tribute to the high standards of UPLB,J/ does not quite accord with the original aims of the project. 3.03 The appraisal targets of annual output--350 graduates of Bachelor's degree programs and 50-60 of advanced degree programs by the year 1970-- were slow to be achieved, especially as the introduction of the five-year Bachelor's degree program in the early 1970s had temporarily slowed down the throughput. It was not until 1977 that the Bachelor's degree output exceeded 350, however, by 1979 it was 580. On the other hand, by 1972 the graduate degree output had exceeded appraisal targets reaching over 200 by 1978-79 (Annex 5). 3.04 In absolute terms, the growth of UPLB has been considerably above expectations. In terms of its relative role in higher education in the Philippines, however, the quantitative picture is less striking. At the time of appraisal, there were 18 agricultural colleges/universities with a total undergraduate enrollment in agricultural programs of 8,235, of which UPLB enrollment comprised about 25%. It was expected that UPCA would account for about 19% of all agricultural graduates in the country by 1970, on the assump- tion that the Government would resist "pressures for the indiscriminate expansion of agricultural colleges."2! However, the number of agricultural colleges/universities (which, partly with support from the Ministry of Edu- cation, had already trebled to 54 in 1973) had risen to 93 by 1977-78. The total undergraduate enrollment in degree courses in agriculture had risen to 57,000, with an output of 4,392 graduates. Of these 1977-78 figures, UPLB, despite its phenomenal expansion in the 1970s, accounted for only 4.4% of the undergraduate enrollment and 9.6% of the output (Annex 6). Thus, in quanti- tative terms, UPLB, despite its greater than expected expansion, is of far less significance in the overall picture of agricultural manpower training than had been envisaged at appraisal. B. Available Physical Plant 3.05 Land. The question posed most urgently by this unexpectedly high rate of expansion at UPLB is partly one of the adequacy of the physical plant to meet the needs of students and staff. In regard to land, the campus received some 316 hectares under Presidential Decree No. 457 of 1974--an acquisition to which the PPAR referred--and a further 219 hectares under a subsequent Presidential Decree No. 1046-A of 1978. Thus, the campus now comprises some 1,014 hectares, and this amount of land is adequate for the current programs of research and instruction, including farm practice. 3.06 Classrooms. The pressure of enrollment on available teaching space was felt increasingly during the 1970s. Partly in response to this, the hours of teaching were extended from a 50-hour week (7 am to 5 pm) to a 1/ These students compete very successfully with graduates of other insti- tutions for places in the medical school of the University of the Philippines. 2/ Appraisal Report, para. 50. - 12 - 60-hour week (7 am to 7 pm), thus increasing the flexibility of programming the use of space. Studies of space utilization were conducted by UPLB during the first semester of the academic years 1977-78 and 1979-80. The first study found that in 1977-78 the average teaching space was used for 23 hours per week which, on the basis of a 50-hour week, represented a 46% utilization rate.!/ The teaching spaces utilized more heavily--above the average of 46%--were those of the College of Arts and Sciences (chiefly Mathematics, Chemistry, Social Science, Humanities and Botany), the Institute of Agricul- tural Engineering and the Institute of Agricultural Development and Admini- stration (later named the College of Development Economics and Management). These were mainly the new units which had come into existence during the 1970s by the upgrading of departments into institutes and the creation of a new college. Similarly, the Food Science and Technology Department of the College of Agriculture, which had had its construction program severely reduced as an economy measure during the implementation of the project, also showed high utilization rates. On the other hand, lower utilization factors-- generally of about 33% or less--were noted in the College of Agriculture (chiefly Agricultural Education, where enrollments have been persistently low, Development Communications, Soil Science and Animal Science) and in the Institutes of Human Ecology and Agrarian Reform (Annex 7). 3.07 By 1979-80, utilization had improved on the whole, from an average of 46% to an average of 49% overall, in the colleges/institutes; however, the Institutes of Agricultural Engineering and Technology and Agrarian Reform showed some major decline. This overall improvement was largely because of a 9% reduction in the total number of teaching spaces (see para. 3.08), with only a 4% reduction of total teaching hours per week. The utilization rate was quite high in some departments or programs, such as Botany (75.4%), Agronomy (63.5%), Sugar Technology (80%) and Animal Science (68.5%), while it was uneconomically low in the cases of Agricultural Education (18%) and Plant Pathology (15.3%). No study has been attempted to determine how economical the class sizes have been; however, there is a likelihood of some classes of uneconomic size--for example, in Agricultural Education and Agricultural Extension, where undergraduate enrollment over the past seven years has been quite low (Annex 4).2/ While the overall utilization factors for the campus appear reasonable for an institution of higher education, it must be remem- bered that UPLB is involved in advanced research to an extent which places 1/ The figure of 50 hours per week as a basis for calculation of use factors is quite large, since colleges/universities, as distinct from schools, do not normally use facilities in so intensive a manner; thus the resulting use factors will appear low; however, they are of value in a comparative sense. 2/ With regard to Agricultural Education, the program at UPLB was adversely affected by a decision of the Ministry of Education to establish several agricultural colleges by upgrading agricultural high schools during the 1960s; these colleges produced large numbers of agricultural edu- cation bachelor's degree graduates. The quality of the UPLB graduate in this context did not matter greatly because the Ministry of Education regarded it as a duty to place the large numbers of graduates of the new colleges in the available high school teaching jobs. - 13 - special demands on laboratories.1! Consequently, evidence on paper of spare capacity is more apparent than real. On the basis of existing physical plant, further enrollment expansion, especially at the graduate level and in regard to the research program, will pose critical problems. 3.08 Staff Offices. The policy of fragmentation of institutional units together with the growth in the number of teaching staff also increased the demand for staff office space which has not yet been fully met. Some easing has been achieved by converting classrooms into offices!/ and by enclosing the larger open corridors in some of the project buildings. In some cases, this enclosing was imaginatively done and posed no lighting, ventilation and circulation problems; in others, the results were less attractive. 3.09 Instructional Equipment. With regard to equipment, the PPAR had drawn attention to the adequacy of the quantity, quality and maintenance of equipment (despite the inadequacy of budgetary allocation for supplies). In some measure this assessment was correct as far as some of the applied science facilities were concerned; over the later 1970s, however, this situation deteriorated in some respects. In 1980 the maintenance cell was understaffed and short of space for repair work, recurrent budget allocations for repair and replacement of equipment and the provision of supplies continued to be inadequate, and the restrictions which were imposed by the Government on equipment purchasing (in order to conserve foreign exchange) had been extended over long periods and discouraged efforts to purchase all but the most ur- gently needed items. On the demand side, the increase in graduate teaching and the expanded research program have intensified the need for better stan- dards of equipping and for more sophisticated items of equipment. To some extent the research grants provided equipment which was used for the benefit of instruction programs--an important contribution to meeting growing and urgent needs as the student body expanded. At the time of the OED visit in 1980, however, there were some laboratories whose equipment was in disrepair and disuse, and various instances of basic equipment not being available, such as for materials testing in agricultural engineering. Specific criticisms have been made by graduate students of the absence of essential equipment for pursuing advanced degrees. The problems are well appreciated by the Univer- sity, and remedies are being sought. An inventory of instructional equipment is being prepared; maintenance technicians are expected to be trained by the National Institute of Science and Technology. An important decision has recently been taken by the University to impose a surcharge on all research contracts, and the funds realized from this will be used to assist in pro- viding supplies and equipment for the teaching programs. 1/ For example, the highly successful long-term research program on macapuno coconuts was conducted largely in regular teaching-cum-research labora- tories when separate plant breeding facilities would have been more appropriate. In this respect, one of the most important initiatives undertaken by the campus in recent years has been the establishment of the Institute of Plant Breeding. 2/ This practice of conversion of classrooms was curtailed by the Chancellor early in 1978 by a circular which emphasized that the priority in the use of classrooms should be reserved for teaching. Nevertheless, there were 13 less teaching spaces in use in 1979-80 than in 1977-78 (Annex 7). - 14 - 3.10 In other senses the assessment made in the PPAR was too generalized. When the Five-Year Development Program was designed, the basic sciences and the applied sciences were seen as integrated parts of the process of training agricultural staff. The basic sciences were not intended for training pure scientists; accordingly, they did not receive a high and independent priority whether with regard to instructional equipment or with regard to staff development (para. 4.06). Consequently, the equipment provided under the project for the basic sciences was quite limited even for the original objec- tives; when these laboratories were subsequently incorporated into the College of Arts and Sciences, their equipment was clearly insufficient for the new programs. Social science spaces, which were of even lower priority, had received only some furniture under the project. The National Science and Technology Authority, formerly the National Science Development Board (NSDB), helped during the 1970s to upgrade equipment in the three basic sciences: Chemistry, Physics and Biology. In the case of Biology, this upgrading was essential for accreditation purposes, and a further boost was provided through the designation by the NSDB of UPLB as a 'lead institution' in Biology. The College of Arts and Sciences has been perceived since 1979 (with the coming of a new administration) as a service college for the other departments of the University and has been accorded a higher priority in allocations from the University budget for equipment. 3.11 Boarding and Housing. The growth of the campus population without a commensurate expansion of physical plant has also resulted in acute shortages of dormitory space. The project provided dormitory space which is used by 1,257 students--roughly half of the enrollment expected as a result of carrying out the Five-Year Development Program; this space comprises some two-thirds of current total dormitory capacity on campus. The PCR noted the underutilization of the dormitories in 1973, and recommended some reduction of the rental rates in order to attract students into the dormitories and away from their off-campus housing. Such a reduction occurred, and the PPAM reported in 1975 that the dormitories were filled. These low rental rates have remained steady in nominal terms and, in the light of inflationary trends, have become even more attractive to students. The UPLB dormitories are now rented to students at between 20 and 33 pesos per month (approximately US$2.70 and US$4.50), by comparison with (a) approximately 30 to 70 pesos in off-campus boarding facilities in Los Banos and (b) between 55 and 180 pesos in the University of the Philippines Diliman campus dormitories--producing revenues which just barely cover operating expenses to the exclusion of major repairs/renovations. 3.12 The overall occupancy rate for dormitories in 1979-80 was 98%; the total number of persons in residence was only 1,721, out of a total campus student population of about 6,000. Hence, the UPLB authorities have had to cope with mounting student criticism of the inadequacy of the dormitory and infirmary facilities. Especially affected were women, who constituted 49% of enrollment but had less than one-third of the dormitory space specifically designed for use by women; consequently, some men's dormitories had to be allocated for use by women. Five persons are being placed in spaces designed for four. The rising proportion of graduate students--who expect a higher per student space allocation than undergraduate students--has further increased the demand. The problem of student housing will become even more acute with the expected transfer of the Veterinary College to Los Banos, which will add - 15 - an additional 500-1,000 persons to the campus. Similarly, the demand for staff housing has risen, and the shortage of such housing is proving once again to be an additional obstacle in the way of attracting and retaining staff. 3.13 Library Services. The project originally included the renovation of an existing building to serve as the central library of the campus. Instead of this, a new building was constructed with funds provided separately by USAID and completed by June 1973. This building, designed before the decision was taken to create UPLB, was designed as a UPCA library; however, it serves as the central campus library complemented by a network of smaller libraries to which it provides technical services. The collections of these smaller libraries.!! amount to about 30% of the overall UPLB collection. The facilities at the Central Library are well designed and heavily utilized by students and faculty. The students depend upon the library for much of their basic reading because of the lack of textbooks, although this dependence has been significantly reduced since 1978 by the establishment of a student Textbook Exchange and Rental Center../ The library is well operated and contains one of the best collections of Filipiniana and materials related to the biological and agricultural sciences, rural development, rural sociology, agricultural education and agricultural economics available in the country. It is the natural center for AGRIS, the International Information System for Agricultural Sciences, and is one of the six Philippine depository libraries for FAO publications. The library has established documentation services for all UPLB research and circulates its lists of periodicals to all other Philippine agricultural colleges and universities. 3.14 The growing disparity between the capacity of the library and the demands upon it is a source of concern to UPLB authorities. The seating capacity of the library--650 persons--represents about 20% of the 1973 enrollment of the University, but only about 10% of the 1980 enrollment (Annex 8). The bookstock growth which was about 140% between May 1962 and June 1970 --a period of some Ford Foundation support for library development--was only 43% between June 1970 and December 1979. Thus, the ratio of books to stu- dents, which was 16:1 in May 1963 and which had improved to 25:1 by June 1970, had fallen to 18:1 by December 1979. Furthermore, the age of the existing bookstock is quite advanced. The library acquired only 4,000 volumes over the 1/ These are the libraries of the College of Forestry, College of Develop- ment Economics and Management, Agricultural Credit and Cooperatives Institute, Agrarian Reform Institute, Dairy Training and Research Institute. 2/ The establishment of the Textbook Exchange and Rental Center, operated by students, was assisted by the UPLB authorities and appears to be highly successful in enabling students to have wider access to reading material at a reasonable cost. Books are deposited in the Center by students for exchange and are also rented by the Center to students at a fee of only two pesos per month. - 16 - two years 1978-80--less than two volumes for every five students enrolled in each year. For the new disciplines (Arts, Ecology, Environmental Sciences and some of the social sciences) introduced during the 1970s--an era of rela- tively slow acquisition of new materials--the library has not been able to obtain satisfactory collections of materials. C. Conclusion 3.15 In general, therefore, expansion of enrollment and an increase in the number of programs were only to be expected as outcomes of the successful development program. What has happened in the 1970s, however, was somewhat of an explosion in enrollment and programs, reflecting the considerable dynamism as well as adaptability of the campus and its management. However, in the absence of a follow up Five-Year Development Program directed at making up the deficiencies in the Five-Year Development Program as implemented, and at meeting the new needs of the planned as well as the unexpected expansion and diversification, some imbalances and strains developed between the needs of the campus population and the available physical resources in terms of teach- ing spaces, library resources, and dormitory and staff housing facilities. This is not to underestimate the contribution made by the project to the UPLB physical plant, but rather to stress its importance. A study of agricultural education in the Philippines conducted in 1970 concluded that "the number one problem in teaching agriculture at the college level was the absence or inadequacy of physical school facilities for classroom and laboratory instruc- tion."l/ CHAPTER 4: THE TEACHING STAFF A. Numbers 4.01 The number of teaching staff at the Los Banos campus has remained adequate over the past 20 years as the following table shows: Table 1. UPLB: TEACHING STAFF AND STAFF TO STUDENT RATIOS IN SELECTED YEARSL/a Percentage of Number of Number of Enrollment Number of Teaching Students Comprising Students per Staff Enrolled Graduate Students Teacher 1962-63 160 1,839 18 11.5 1968-69 300 2,742 17 9.1 1972-73 374 2,497 20 6.7 1974-75 483 3,676 18 7.6 1975-76 489 4,083 21 8.3 1979-80 657 6,005 23 9.4 1980-81 673 6,113 23 9.1 /a Prepared by OED on the basis of data provided by UPLB. 1/ Training in Agriculture at the College, High School and Elementary Levels in the Philippines by Severino R. Santos, Jr., Blanda R. Sumayao, Martin V. Jarmin. p. xiv. - 17 - 4.02 These staff to student ratios are generous, whether viewed in the context of the Philippines!Y or seen in the context of the developing world. The teaching loads of the staff in 1978-79 were low on the whole and reflected some imbalances among the colleges/institutes. In the College of Agriculture, the average staff teaching load was slightly less than five units;V! in the College of Development Economics and Management as well as the Insti- tute of Human Ecology, the figure was slightly less than six units (Annex 10). Only in the College of Arts and Sciences, where the emphasis is on teaching rather than research, did the average teaching load (10-11 units per teacher) approach the reasonable teaching load norm of 12 units which UPLB has set itself--a level which might be expected in a predominantly teaching institution..3/ 4.03 The Colleges of Agriculture and Development Economics and Management and the Institute of Human Ecology are not predominantly teaching institu- tions. Even with the inclusion of the predominantly teaching College of Arts and Sciences, the UPLB estimate of the percentages of staff time actually devoted to teaching, research and extension in 1974-75 and 1975-76A/ was as follows: 1974-75 1975-76 Teaching Undergraduate 15 12 Teaching Graduate 9 8 Total Teaching 24 20 Research 45 58 Extension 31 22 Total Staff time 100 100 Thus, graduate students, who comprised 18 and 21 percent of enrollment respectively, accounted for approximately 40 percent of the teaching time of staff. Given the extensive research and consultancy role of the campus and the high proportion of graduate students and of faculty on study leave or special detail at any given time (see paras. 4.08-4.09), the overall UPLB staff to student ratios are not unreasonable. 1/ The average staff (teacher) to student ratio in six other agricultural colleges/universities in the Philippines in 1979-80 was 1:11.7 (Annex 9). 2/ By comparison, the normal full-time student load is 18 units at the undergraduate level and 12 units at the graduate level. 3/ These figures were almost exactly repeated for the respective colleges in 1980-81. 4/ The estimate provided for 1980-81 gave 40% to teaching (25% undergraduate and 15% graduate), 40% to research and 20% to extension. At the time of these rather rounded estimates the graduate students comprised 28% of enrollment. - 18 - B. Quality 4.04 In 1975 the PPAR noted some loss of momentum in staff training upon completion of the staff development aspect of the Five-Year Development Program. The situation is still a source of concern to the UPLB authorities. The UPLB academic community--teaching staff as well as academic non-teaching staff--is well known throughout the Philippines and overseas as one of the largest concentrations in the world of highly trained and competent manpower in tropical agriculture. Indeed, more than a dozen of its professors have been among the Ten Outstanding Young Men or Young Women selected on an annual basis in nationwide competition. The following table reflects the rapid transformation and progressive maturing of the structure of rank and qualifi- cations of teaching staff brought about by the staff development programs: Table 2. PERCENTAGE DISTRIBUTION OF TEACHING STAFF/a 1967-68 1972-73 1976-77 1979-80 1980-81 (a) By Rank (excluding College of Forestry) (i) Instructor 71.1 53.6 58.7 54.6 57.1 (ii) Assistant Professor 23.0 34.6 24.7 24.3 23.3 (iii) Associate Professor 3.8 7.6 12.0 15.2 14.6 (iv) Professor 2.1 4.2 4.6 5.9 5.0 TOTAL 100.0 100.0 100.0 100.0 100.0 (b) By Degrees held (i) First degrees only 71.9 60.7 56.2 31.2 28.5 (ii) Master's degrees 18.8 20.3 24.5 37.2 40.9 (iii) Ph.D.s 9.3 19.0 19.3 31.6 30.6 TOTAL 100.0 100.0 100.0 100.0 100.0 /a Table prepared by OED mission on the basis of figures supplied by UPLB. In 1979-80, there were 200 persons on the UPLB teaching staff holding doctoral degrees, 22 of these in the College of Forestry. By contrast, the seven agricultural colleges/universities in the Philippines selected for a visit by the OED mission in February 1980 together contained a staff distribution of only 5.6 percent (or 59 persons) with Ph.D.s, 26 percent with Master's degrees and 68.4 percent with first degrees only (Annex 9). 4.05 Although some bottom-heaviness in terms of rank persists, the significant overall improvement at UPLB in the structure of qualifications and rank is attributable to the staff development program financed by the Ford - 19 - Foundation under the Five-Year Development Program and completed by the end of 1972, as well as by a further Ford Foundation grant (1974-78) and by programs assisted by the Southeast Asia Regional Center in Agriculture (SEARCA), the Philippine Council for Agriculture and Resources Research (PCARR) and UPLB itself. Considerable further staff development is also being financed under the Fourth Education Project. 4.06 The impressive results of the various staff development efforts were not uniformly reflected throughout the University. The distribution of staff in the College of Arts and Sciences by degree and rank in 1980 was markedly less favorable than for the University as a whole, and indeed differed little from the distribution a decade earlier. In 1980, 49.3% held first degrees only, 34.1% Master's degrees and 16.6% Ph.D.s; 69.3% were instructors, 20.5% assistant professors, 8.8% associate professors and 1.5% professors. This lagging behind the rest of the campus is significant and reflects to a great extent the preference shown under the Five-Year Development Program and during the early 1970s in the awarding of fellowships to applied scientists. In some measure this problem is being addressed under the Fourth Education Project, in which the share of fellowships to the staff of the College of Arts and Sciences in the context of the size of its staff is high in relation to the other units of UPLB../ C. Attrition 4.07 The PPAR expressed the view in 1975 that UPLB was still losing large numbers of staff, especially during the early 1970s, because of the uncompeti- tive salary levels. At the time these ranged from US$1,330 per year for the starting levels of instructor to US$4,800 for the highest level of professor. According to the scales approved by the Board of Regents in September 1979, these two limits have risen to US$1,972 and US$5,992, respectively. While these salary scales compare favorably with other colleges/universities,.V it must be remembered that price inflation over the period was about 50%; thus, the salary increases barely kept abreast of inflation at the starting levels and fell well behind it at the higher levels. 4.08 The senior teaching staff, a high proportion of whom are excellently qualified and competent by any standards, have been (and continue to be) lured away to various senior positions in other higher education institutions in the Philippines, international agencies, and private and public corporations. 4.09 An outlet available to the teachers and staff of UPLB is that of part-time paid consultancies and research contracts for various agencies, particularly in regard to agricultural specialists. The full extent of the 1/ For example, of those on fellowships in 1980, 37 faculty members were from the College of Agriculture (14% of the total college staff), while 43 were from the College of Arts and Sciences (20% of the college staff). 2/ For example, at Central Luzon State University, the salary range in 1980 was approximately US$1,356 to US$3,940 and at Visayas State College of Agriculture approximately US$1,332 to US$4,172. - 20 - practice has not been examined, but its extent is of concern to the UPLE authorities. There have been complaints that, in some cases, graduate students have experienced difficulty arranging meetings with their teachers because the latter have been preoccupied with such other work. Employers and faculty in other colleges have stated that it is difficult to interest UPLB staff in research activities without an offer of some financial compensation. These complaints may be exaggerated--student complaints arise largely from the weaker students and the UPLB staff usually face budgetary constraints in responding to random demands by employers and other colleges for research support; nonetheless, the complaints are recognized by the UPLB authorities as having some substance.l/ 4.10 The UPLB authorities have sought to make a UPLB teaching career more attractive by (a) attempting to improve the quality of life on campus, (b) seeking continuous strong training programs and (c) being flexible on requests for initial secondment of staff to other agencies.2/ Some 108 members of the academic personnel of UPLB--about 17% of the total academic staff--were abroad on study leave as of February 1980, pursuing principally doctoral studies, over 60% of them being financed under the Philippines Fourth Education Project. In addition, 30 were on study leave within the Philippines, pursuing mainly Master-s degrees and financed principally by various research institutions and UPLB (Annex 11). An additional 16 staff were on special secondment or on loan to various Government and other agen- cies. This absence in one form or another of about 25% of its staff is part of the price which UPLB has to pay to cope with the strong attrition forces which bear on its staff. 4.11 Accelerated staff development as a policy is realistic and well justified on the basis of past experience. A UPLB study of where persons financed under Ford Foundation grants were serving found that of the 81 persons trained before 1972 under the Five-Year Development Program, 51 were still with UPLB in 1980, four with other University of the Philippines units, six with Government agencies, five with private firms and regional agencies and 15 were either retired or unaccounted for, however, only two of the 26 who were no longer with the University of the Philippines had left unfulfilled any part of their contractual obligation to serve the University. Furthermore, all of the 11 administrative staff financed under a 1974-78 Ford grant were still with UPLB. Perhaps the most permanent response to attri- tion, however, is to be found in the improved capacity of UPLB for graduate teaching. Approximately 700 or about 50% of the graduate students enrolled in 1979-80 at UPLB were employees of the institution; another 25% were employed by other colleges and universities (Annex 12). This capacity to help with the upgrading of its own staff and the staff of other academic institutions forms one of the key arguments in favor of the kind of development strategy sup- ported by the project. 1/ See also paras. 7.09, 7.16-7.18. 2/ In the case of extension of secondment, the University is becoming less accommodating. - 21 - CHAPTER 5: THE FINANCING OF UPLB 5.01 The amounts appropriated by the Government for various colleges and universities in the Philippines, including loans and grants from external sources, fully reflect the preeminence of UPLB. The 1980 calendar year budget provided an appropriation of F117.7 million (US$15.9 millionl/) for capital and recurrent expenditure at UPLB. This was over four times the appropriation for any other agricultural college or university, and exceeded the combined appropriations for the three major agricultural colleges and universities and two others visited by the mission2/ (Annex 13). Indeed, of all the universities in the country, only the University of the Philippines at Diliman (the largest state-financed general university in the country) had a higher appropriation (P150.8 million). 5.02 The bulk of the difference between UPLB and other agricultural colleges/universities lay in the allocations for research. Not only was the proportion of the budget devoted to research higher in the case of UPLB (where the appropriation for research comprised over one-half of the total budget), but the next largest allocation for research at any other colleges was about one-eighth of the UPLB amount. By contrast, although the amount allocated for extension at UPLB was nearly four times greater than that allocated for extension at the Visayas State College of Agriculture (VISCA), the percentage of the VISCA budget allocated for extension was actually greater than that of UPLB. Differences between UPLB and the other institu- tions were also reflected in recurrent cost per student, which in the case of UPLB was at least twice that of any other college/university except VISCA. 5.03 According to the Five-Year Development Program projections, operating expenses were expected to increase between 1964 and 1968 at an average annual rate of nearly 24% and then level off after that. Total governmental appropriations, however, increased by only 10% annually during that period, but jumped significantly thereafter to produce an average annual increase of nearly 17.7% during the entire 1964-1979 period.1/ The Audit Report stated in 1975 that the annual increase was considered inadequate to meet all needs. UPLB officials interviewed by the OED mission in 1980 rein- forced this viewpoint, stating that the annual increase barely covered inflation. Moreover, not all funds appropriated are disbursed to the University at the beginning of the year or when the University needs the use of such funds; some of the funds are lost through occasional "freezes" or 1/ P7.4 = US$1 (1980) 2/ Central Mindanao University, Central Luzon State University and Visayas State College of Agriculture were the major institutions. The two agricultural colleges visited and referred to here were Mountain State and Pampanga. 3/ The annual rate of increase over the same 15-year period in constant US dollars was 12.75%. Some budgetary figures for UPLB are given in Annex 14 covering the period 1964-1979. - 22 - through the delays engendered by the procedures required to draw upon them. Some officials also perceived a prevailing bias in the provision of funding favoring research and/or extension activities over instructional programs and favoring new programs over established ones--a viewpoint borne out by the tremendous proliferation over the last ten years of new departments and institutes. The Government's policy on funding UPLB should be seen within the context of its spending on the Education Sector. Between 1973 and 1979 the Government's expenditure on education declined from 20% of the overall public expenditure to only 14%.1I Hence, the relative stagnation in the regular budget of UPLB merely reflected a generally deteriorating position of edu- cation in national priorities. 5.04 The breakdown of actual expenditure within the UPLB campus over time indicates that, while fluctuating from year to year, the relative proportion going to Research has remained approximately 50% since the mid-1960s.2/ Instruction and Extension comprise the remaining two broad categories. Whereas during the mid-1970s more was allocated for Extension than for Instruction (P18.4 million and P14.7 million respectively in 1974-1975), by the end of the decade this trend had been reversed (19.0 million for Extension and P27.8 million for Instruction in 1978-79) (Annex 15). It would be unwise to read too much into these comparisons because of the absence of perfectly sharp distinctions in a University budget and resources among such broad heads as Research, Teaching and Extension, which depend upon and reinforce one another. Nevertheless, this broad budgetary picture gives some idea of evolving emphasis. It is clear that research has received a certain preeminence and emphasis in UPLB, which has given the University the image not just of a center of excellent instruction but of a leading research center as well. However, the tremendous growth of the research program has out- stripped the capacity of the University financial office where, because of insufficient staff and space for additional staff, there have been delays in the release of research funds. An important policy change was introduced in 1980 requiring a certain percentage of special grant funds to be reserved for administrative overheads, thus making it possible to provide more funds for administering these grants (para. 3.09). The large scale of contributions through research masks in part the very constrained nature of the budgets available to meet the non-research aspects of the operation of UPLB. 5.05 The UPLB budget has been heavily dependent upon sources of funding other than the central government, such monies comprising around one-half of total operating budgets during the second half of the decade of the 1970s. Although during the 1960s and early 1970s the great bulk of the external funding came from such sources as the World Bank, the Ford and Rockefeller Foundations and multinational private companies, an increasing percentage was beginning to come in the later 1970s from such regional agencies as SEARCA, 1/ See Appraisal Report for the Philippines Seventh Education Project No. 3423a-PH, May 29, 1981, para. 2.04. 2/ See Audit Report, para. 4.15. - 23 - Government agencies like NSDB, NFAC, and PCARR, and local private companies like Philsugin. This reflected not merely a more diversified financial picture; it demonstrated the success of UPLB in securing increasing recogni- tion within the region of its research strength and value. 5.06 One important change in Government policy vis-A-vis the funding of the UP system has been the change in the law governing the disposal of income outside appropriated funds. At the time Loan 393-PH was made, annual incomes realized by the University remained the property of the University. A few years later, however, a decree came into effect requiring all Government agencies (including the University system) to deposit in the National Treasury all revenues (including student fees) from all income-producing activities. Some faculty interviewed by the mission thought that this regulation served to inhibit the development of certain kinds of activities which, if encouraged as money-making enterprises, would bring increased revenues to UPLB.l/ One example cited was the food processing facility which was underutilized and had no financial incentives to expand its food processing activities which are of importance to instruction. 5.07 There have been problems of financial allocation within UPLB itself which have constrained the achievement of full academic potential. The lack of a periodic budget analysis based on academic programs and institu- tional needs precludes a thorough evaluation of internal resource allocation and makes any statement tentative. The Audit Report noted that the amount allocated for maintenance and operational expenses was insufficient and contributed to such problems as underutilization of instructional equipment and the abandonment of a textbook development program. The amounts allocated to operations and maintenance have increased over the years--both in absolute terms and relative to personnel services. Nonetheless, throughout the 1970s the annual reports of the College of Agriculture referred to the inadequacy of budgets for maintenance and operating expenses. In 1964, personnel services constituted 80. of the entire allocation, and operations and maintenance only 18%; by 1979 these figures were 67% and 31%, respectively (see Annex 14). However, the exact comparability of the data is not clear. Some faculty interviewed by the mission also found the funds allocated to their units inadequate by comparison with the pool of uncommitted funds that were avail- able on an as-needed basis. Whereas some allotment from lump-sum funds has been made available for book publishing and equipment repair, there has been no outright allocation of these funds to the academic departments and colleges concerned, causing some dissatisfaction and pressure for greater autonomy in decision making. 1/ Some relaxations have been made in various cases to permit colleges to spend some of the income which their activities might generate; however, the widespread perception of this regulation is that it is a barrier to initiative. - 24 - 5.08 Meaningful data on student costs began to be available only during the mid-1970s, precluding any detailed analysis of unit costs over time._ It appears, however, that the cost of educating a graduate student at UPLB has declined faster than that of educating an undergraduate, the ratio of undergraduate to graduate costs declining from 1:2.4 in 1974-75 to 1:1.5 in 1977-78 (Annex 14). This would coincide with the rapid increase in grad- uate enrollments relative to undergraduate enrollments during that time (Annex 4). During the latter part of the 1970s, unit costs fluctuated consid- erably; the yearly cost per student averaged P4,880 (US$660). The cost of a student at UPLB, whether calculated on the basis of only instruction costs or inclusive of research and extension costs, is substantially above that of the costs at other agricultural universities and colleges, reflecting in part the higher UPLB level of staff salaries, higher staff-student ratios and better levels of equipment and supplies.- 5.09 Despite its relatively favorable budgetary position among state- supported higher education institutions in the Philippines, UPLB is generally underfunded with respect to its regular operating needs and some of its units are constrained in their academic vigor by inadequate budgetary allocations. Measures such as levying overhead charges on research projects are eminently reasonable; however, as far as support of the regular operating needs is concerned, these measures are merely palliative. The problem needs funda- mental rethinking in the light of the special needs of an institution of higher learning. Decisions on releasing or 'freezing' funds already budgeted, and on allocations for various purposes such as maintenance, supplies, equip- ment, salaries, staff promotions and publishing are all of very immediate and direct academic importance. Clearly, a design is needed to expand as far as possible the scope for persons to take these decisions who have the direct academic responsibility for the areas affected by such decisions. Further- more, the process of academic change occurs within a long-term horizon, with lengthy gestation periods for decision-making, lengthy implementation periods and slow manifestation of impact. The quality of administrative and planning decisions on such matters is directly affected by the extent of budgetary assurance or uncertainty. 5.10 UPLB, therefore, needs to have some adjustments made in the manner in which it is funded and administers its resources. In the first place, it needs a somewhat more generous budgetary allocation, in particular initially in order to assist in overcoming existing deficiencies. Secondly, there is need for budgetary assurances over a longer time span--for example, by one triennium or quinquennium at a time so as to provide a more satisfactory framework for administrative and planning decisions. There would also be 1/ Neither the Appraisal Report nor the Audit Report contains figures on unit costs. The Audit states that such figures were not available (Project Performance Audit Report, page 14, footnote 1). 2/ This subject has been well covered in a paper entitled "Towards the Integration of Higher Education in the Philippines" dated March 1976. This is a report of a study commissioned by the President of the Philippines by Executive Order No. 432 of 1974. - 25 - advantages to UPLB for its income-producing operations (such as farms and food processing) to be recognized and incorporated as business enterprises, since their efficient operation contributes not merely to the economy but also to the instructional programs. In this context their income or profits would not be seen as national revenue and service arrangements with the University could be executed. The third need relates to the internal administration of UPLB. It is clear from the experience of several units that greater autonomy of the units is needed. At the same time, a rigorous periodic budget analysis and somewhat stronger measures to monitor cost effectiveness and secure account- ability are equally clearly needed. CHAPTER 6: A UPLB EDUCATION: SOME QUALITATIVE CONSIDERATIONS A. Academic Standards 6.01 The Los Banos campus has a reputation for academic excellence, the quality of its graduates in agriculture and the relevance and flexibility of its programs in the light of changing needs. This reputation is not confined to agriculture. UPLB graduates in B.Sc. programs in Chemistry and Agricultural Engineering have distinguished themselves as a group by passing the board examinations conducted by the Professional Regulations Commission. Aspiring medical students enroll in undergraduate programs at UPLB, since the Bachelor's degrees in Biology and Zoology from UPLB are accepted (and highly considered) for entry into the various medical schools, including the Univer- sity of the Philippines College of Medicine. 6.02 As an academic institution, UPLB is generally perceived as pre- eminent among agricultural colleges/universities in the world. These views were subscribed to by all persons met by the OED mission and those whose views canvassed through questionnaires.l/ There was a surprising convergence of views among the respondents with regard to the university's strengths and weaknesses. Perception of employers and officials of other agricultural colleges and universities coincided with those of UPCA/UPLB graduates, and the perceptions of these graduates were fundamentally similar regardless of year of graduation, degrees held, or whether they had been exposed to study at a university other than UPLB. 6.03 The standard of the physical plant available for instruction was commented upon variously by the alumni. Respondents to the graduate question- naire were generally satisfied with the quality of the educational facilities (classrooms, laboratories and the library), although some reported insuf- ficient lab equipment and text books. By contrast, their impressions of the various communal facilities--the dormitories and infirmary, particularly-- 1/ A questionnaire was distributed to a sample of 400 graduates of UPCA/ UPLB. The responses were coded and analyzed and a summary of findings is attached as Appendix I. In addition, 29 persons from 26 agencies (public and private employers, as well as colleges and universities) were inter- viewed and the analysis of their comments appears as Appendix II. - 26 - were uniformly somewhat lower. There were more criticisms by those graduating either before 1969 or after 1974, which would suggest that the facilities provided under the Loan were perceived to be sufficient initially but were quickly outgrown. 6.04 The campus is still largely dependent upon text books of foreign authorship because the production of local texts has not been carried forward. One employer interviewed criticized the excessive use of foreign texts. In terms of the relevance of teaching to the Philippine environment, some balance is achieved by the extensive staff involvement in research;,the body of dissertations is large and rapidly expanding. Nevertheless, the need for teaching materials--recognized at the time of preparing the Five-Year Program and supported by Ford Foundation assistance--needed more and longer-term support than it received. As the PPAR pointed out, part of the problem has been the lack of funding, but in part it has also been the lack of incentives for staff to produce appropriate texts.!/ 6.05 The UPLB academic requirements are well known to be rigorous.l/ Moreover, UPLB graduates uniformly regarded the high level of academic instruction as one of the most positive aspects of their educational experi- ence and, in fact, queries on the teaching standards drew more responses of "excellent" and fewer responses of "unsatisfactory" than any other ques- tion. This general satisfaction notwithstanding, many of those interviewed-- graduates, educators and employers alike--offered some specific criticisms of or suggestions on teaching methods and teacher-student relations. A sizeable number of graduates levelled criticisms at teachers who lacked the credentials or enthusiasm for teaching and urged the adoption of more informal methods of learning such as independent study.l/ Only a few of the graduates, however, found that professors' external duties or consultancies interfered with their 1/ Under the Fourth Education Project, overseas post-doctoral slots of six months each are to be provided to senior staff to encourage the writing of books among other scholarly activities. 2/ Those dismissed or disqualified on scholastic grounds (i.e., having failed 25%-100% of the total units in which they were enrolled) amounted to 28.8% of the student body in the College of Agriculture in 1962-63, rose to 63% in 1974-75, and thereafter declined steadily to 22.1% in 1978-79. This decline probably reflected the success of the University's efforts at remedial programs during the later half of the 1970s. By contrast, scholastic honors were won by just over 4% of the student body on the UPLB campus in 1980-81. A proposal to institute a special post-graduate diploma to help the weaker teachers in other colleges and universities who could not meet the entry requirements for the Master's degree program was rejected by the UPLB faculty because of the fear that it might be seen as adulteration of standards. 3/ It is important to note that there were as many who found the teachers too strict as found the rigorous academic environment invaluable. - 27 - teaching duties. The University is aware of the need to maintain high standards of teaching. In 1980, the UPLB Distinguished Teacher Award was introduced--comprising a sum of 5,000 pesos, a two-step promotion and a plaque of recognition--for teachers carrying at least a twelve-unit teaching load. Three such awards would be given annually to faculty on the basis of recom- mendations by panels of their peers. B. External Efficiency 6.06 The skills and knowledge acquired through a UPLB education are thought to be of great value, both intrinsically and in light of the work experience. Graduates, employers and educators alike singled out UPLB training in research for special praise. Only a few interviewed by the mission who had done graduate work abroad or elsewhere in the Philippines indicated dissatisfaction with undergraduate training at UPCA/UPLB in basic sciences and other non-agricultural subjects. Employers and college admini- strators alike praised UPLB standards in most areas: employers ranking UPLB graduates generally ahead of graduates of other universities,./ and college administrators preferring to send their junior faculty to UPLB for advanced study because of the well-organized and closely supervised programs and the generally well-rounded academics that are produced. College and university officials generally shared the feeling that UPLB was better for Master's degree programs for their staff members than any other university, local or abroad, but that universities abroad were sometimes more appropriate for doctoral studies. It was not without its irony that some educators told the OED mission that the same high standards that were so much admired have also prevented some of their faculty from gaining admission to UPLB graduate programs. 6.07 The agricultural degree programs were criticized by the PCR and the PPAM as insufficiently "practical". Two factors have contributed to this problem, which has not as yet been resolved: UPLB's retention of farm prac- tice as an alternative to thesis rather than as a separate requirement, and the enduring perception of some employers and educators that a traditional thesis is better preparation for a job or further education than is farm practice. A considerable number of senior academics both on and off the Los Banos campus, however, feel that these two activities are not mutually ex- clusive, but rather mutually reinforcing and necessary as a preparation for a career in agriculture, especially as many of the students are now coming from an urban background. As early as 1964, a special report surveying the opinion of UPLB alumni recommended that both thesis and farm practice should be required.!/ The OED survey of graduates, some sixteen years later, also 1/ Some recognized that Agricultural Engineering Graduates of Central Luzon State University and Animal Husbandry (cattle rearing) graduates of Central Mindanao University were second to none. 2/ "A Special Report on the University of the Philippines College of Agri- culture Alumni Opinion Survey. Honors Curricula Graduates, General Curricula Graduates - A Comparative Study" (UPCA, Laguna, February 1964) pages 24-26. - 28 - found very strong sentiment favoring greater emphasis on farm practice. Several criticisms were made to the mission--by current and former senior UPLB officials and staff, staff of other agricultural universities/colleges, government officials and even UPLB graduates themselves--about the lack of emphasis on farm practice. One very senior UPLB official informed the mission that any students for whom he is the adviser must take farm practice (or seek another adviser). However, many of the faculty are not sufficiently persuaded of the merits of farm practice, and this makes it difficult for the necessary consensus to develop on the basis of which the rules could be changed. 6.08 UPLB remains the only Asian agricultural university where farm work experience is not mandated for all students. The graduates stated that during their years as UPLB students, incentives and opportunities for practical application in the field were seriously deficient, citing poor coordination and insufficient facilities as major drawbacks. Employers from both the public and private sectors were more critical of the quality of field farm training at UPLB than of other types of training provided by the University. They found that, with the majority of their staffs spending about three- quarters of their time in the field doing either research or extension, a knowledge of farm practice was essential. Whereas UPLB graduates in the view of employers ranked superior on all other indices, on farm practice they ranked on a par with, or inferior to, graduates of other agricultural colleges/universities. This issue illustrates the difference in ethos be- tween UPLB and some more "practical" universities like Central Luzon State, which do not regard academic excellence and practical work as mutually exclusive. 6.09 Even with these shortcomings, UPLB graduates are eminently employ- able and are in great demand. The employers interviewed found UPLB graduates to be generally better decision-makers, more flexible and versatile, and, because of their generally better preparation, easier to train than gradu- ates from other schools.1 The UPLB graduates themselves found that their training increased their self-reliance and self-confidence, and some said it even brought out or developed capacities for leadership and management. Many also stated that the UPLB education had given them an advantage over graduates from other colleges and universities in finding employment. 6.10 Because of the high caliber of UPLB graduates, employers have found it somewhat difficult to recruit and retain them. Those interviewed by the mission cited relatively uncompetitive salaries or less desirable locations, as well as the somewhat higher career aspirations and expectations of the UPLB graduates, as the main reasons for these problems. Some commented that they found UPLB graduates more demanding in regard to the availability of good working facilities and career prospects and more easily bored in an unchal- lenging working environment. 1/ Other schools appear to be catching up with UPLB and may have even surpassed UPLB in certain areas of research or in farm practice training. Some employers noted that, in the long run, the difference between those graduating from UPLB and elsewhere was minimal. - 29 - 6.11 Although UPLB maintained considerable contact with the outside world through research, extension and training programs, there appeared to be very few formal mechanisms for providing systematic feedback to help UPLB evaluate its work. Formal evaluation appeared to have played no part in the decision making or program innovations and changes. Most of those interviewed by the OED mission--whether employers, educators, or UPLB graduates--said that they took advantage of their personal contacts with UPLB staff to provide feedback on the value of UPLB teaching and programs, and that they were generally satisfied with these informal avenues, which included meetings of the Associa- tion of Colleges of Agriculture in the Philippines (ACAP), joint research projects and local alumni associations.1/ 6.12 Few studies have addressed issues of external efficiency over time or the matching of UPLB graduate skills with the evolving needs of a dynamic agricultural sector. The Audit Memorandum mentioned that graduate placement in jobs was systematically traced by UPLB. The tracing of graduates each year through the sending of a "placement questionnaire" was initiated in 1968 and done in 1969, 1970 and 1974. The questionnaire has been revised periodically and focuses on the first job experiences of new graduates. Surveys have also been done of the job advertisements for agricultural staff to determine the changes in the market as well as of job preferences among students as part of a career information effort. In addition, special studies in connection with their work toward advanced degrees have been carried out notably by two staff members of UPLB in the general area of external efficiency. These latter studies have yielded valuable information, but have not been systematically pursued because of the shortage of funding. All the investigations to date have depended largely on the initiative of individual staff members rather than upon any mandate from UPLB. Such a time-consuming activity requires significant interest and budgetary support. 6.13 The strength and external efficiency of the programs offered at any university do not proceed from mere pursuit of high standards. These programs require being planned for, renewed and adjusted in the light of both the changing needs of the labor market and the state of the art, with decisions being taken well in advance of the time when their impact will be needed. While UPLB has done an outstanding job of responding to various emerging needs, its program growth and development have suffered from insufficient systematic planning. The absence of a framework during the 1960s and 1970s for systematically obtaining and analyzing the views and experiences of graduates and employers and for receiving data on labor market trends and student preferences and integrating this data with the changing state of the art is one of the more serious institutional weaknesses of UPLB. The Tech- nical Panel for Agricultural Education (TPAE), based in UPLB, is now doing a supply and demand study in Agriculture. To some extent, these efforts will help to fill a planning need. 1/ The vast majority of the 26 agencies surveyed and nearly half of those responding to the graduate questionnaire maintained some contact with UPLB. - 30 - 6.14 In retrospect, it is possible to conclude that the Five-Year Devel- opment Program gave insufficient emphasis to statistics, computer science, mathematics, social sciences and basic sciences. The role of these dis- ciplines in the emerging patterns of agriculture and higher agricultura education in a developing society appears to have been underestimated.1' The manpower needs in agronomy and horticulture were similarly underesti- mated. The space needs of Development Communications and Food Science were not fully appreciated. On the other hand, decline in demand for agricultural education and agricultural extension at UPLB took long to evoke a response from the University. The Development Program proved excellent for the needs of the early 1970s, to which its aim was directed; a longer-term perspective was needed to address these trends and to ensure adjustments as the needs changed. The University was slow to establish planning machinery which has still not been fully set up, and the scale of effort needed to seek out and analyze the necessary streams of data from alumni, students, employers and the central Government has not as yet been provided for. C. Equity and Standards 6.15 The costs of operating UPLB have never been offset by tuition fees.2/ As the Appraisal Report pointed out, the bulk of students at Los Banos have come from lower and middle income families. By special permission from the UP system authorities, tuition fees during the late 1970s remained around -P600 (US$81) per year for undergraduates and P800 (US$108) for gradu- ate students in an effort to maintain as open an opportunity as possible for students of all socioeconomic levels (see para. 6.07). In 1978, UPLE petitioned against an increase in student fees on the grounds that the socio- economic status of parents of UPLB students was closer to the national picture than was the case with parents of students at the main campus in Diliman, who were, by and large, wealthier. In 1979-80, 64% of the undergraduates and 55% of the graduates enrolled at UPLB were receiving some sort of scholarship or other financial assistance. The UPLB situation appears to be changing, however, as data from the registration forms of 1981 incoming freshmen indicated a wealthier background. As many as one-third of the entrants came from families with annual incomes in excess of P30,000, which was the upper limit for the government scholarship subsidy. UPLB may need to examine the possibility of adopting a graduated fee scale based on family income, which is currently in operation at the Diliman campus. 6.16 UPLB has consistently made efforts to maintain liberal admissions and to admit students from all socioeconomic backgrounds. As many applicants from rural areas have been insufficiently prepared for college level work, 1/ While the burgeoning role of computers had not as yet widely manifested itself in developing countries, it is noteworthy that under the Pakistan First Education Project (Credit 50-PAK), approved six months ealier than this Philippines project, a modestly priced computer was purchased for the Agricultural University and financed out of Credit funds. 2/ At the time of the Audit Report (1975), it was noted that tuition fees were up to about 400 pesos per year and were not a major source of uni- versity income (Project Performance Audit Report, para. 3.06, footnote 1). - 31 - certain allowances are made for them in the entrance examinations and in the minimum high school units required for admission. There have also been attempts to improve the capacity of the entrance tests to measure innate abilities in addition to acquired skills and knowledge. In recent years efforts to "democratize" the student population have given rise to some problems of maintaining academic standards and UPLB has addressed these by establishing some remedial programs, such as those available through the Learning Resource Center. In 1977, a Presidential Decree established the Agricultural and Rural Development Scholarships Fund which, by early 1980, was supporting a total of 40 students from 12 provinces. It was restricted to undergraduates from lower income families outside the Manila area. CHAPTER 7: THE IMPACT OF UPLB: RESEARCH AND EXTENSION 7.01 One key justification for Loan 393 was the increase in agricultural production that was expected to result from the proposed improvements in research and extension at Los Banos. The objectives of the UPCA Five-Year Development Program included the expansion of the research program--partic- ularly applied research on production of such foodstuffs as corn, livestock and poultry--strengthening of research personnel, improvement of equipment and technical publications and building a cooperative relationship with other agencies. The Program also envisaged that the UPLB extension function would be improved by staff development, expanding information, training and research on extension, stabilizing the budget and developing a close relationship with the Government's extension services. However, it was recognized by the Bank and the Government that internal improvements to the University would have to be supported by a strong national network in the agriculture sector to utilize and spread the benefits of the research findings at UPCA. A special covenant was therefore included in the Loan Agreement under which the Government was expected to reorganize its agricultural services. A. Research 7.02 UPLB has developed research capacity and output which far surpass the objectives of the original Development Program. Prior to 1961, research was not the subject of any special organizational arrangement. In that year a Research Committee was established. Following the implementation of the Five-Year Development Program, the PPAR of 1975 gave a very positive assess- ment of the research achievements, citing the growth in grant support, the high quality of research output, the modernization of research techniques and the use of an interdisciplinary approach to research. Research maintained its dominant position throughout the remainder of the 1970s; by 1980 it still represented over 50% of the total UPLB budget (see Annex 13). A large portion of the total appropriations for research came from outside sources. As early as 1962-63 over 70% of the total appropriation came from such outside sources alone. From F1,120,069 (US$140,008) in 1962, the external grants rose to P12,402,466 (US$1,550,308) in 1972; this rose to P33 million (US$4,125,000) in 1979. Grants from the National Science Development Board alone grew from F159,908 (US$19,988) in 1962 to P3,200,000 (US$400,000) in 1981. - 32 - 7.03 The success of UPLB in achieving research results in certain fields--especially plant breeding and biotechnology--has enhanced world awareness of the UPLB capacity to undertake scientific research and encouraged the influx of research funds from government and private sources. In 1978, UPLB research received support from 24 government agencies and eight private firms locally, in addition to 14 international and bilateral agencies. This direct funding of research promotes attention to the resolution of important developmental problems. The pace of external support for Los Banos increased substantially after the completion of the Five-Year Development Program. In 1981, for example, apart from the Bank-financed Fourth Education Project at Los Banos there were more t an a dozen foreign agencies supporting research and development activities.-1 7.04 In 1976, there were 384 ongoing individual research projects at UPLB, over 500 in 1979 and more than 600 in 1981. Parallel to this growth has been a considerable evolution in the institutional and management arrange- ments for research. A wide range of research and training institutes, cen- ters, and programs has emerged. With few exceptions, these are attached to colleges or departments: the Institute of Plant Breeding (1975) and the National Crop Protection Center (1976) are headed by Directors who are under the Dean of the College of Agriculture; the Agricultural Machinery Testing and Evaluation Center (1979) and the Agricultural Machinery Development Program (1979) are under the Dean of Agricultural Engineering and Technology; and the Post-Harvest Horticulture Training Center (1977) is under the jurisdiction of the Chairman of the Department of Horticulture. The National Institutes of Biotechnology and Applied Microbiology (1979) have been placed under the immediate direction of the Chancellor. These research units have relied upon the academic staff of the departments and colleges for their manpower, but have acquired considerable autonomy in the conduct of their research affairs. They have been able to forge inter-departmental groupings and thus bring an interdisciplinary approach to research problems of national priority, which would have been difficult to effect through traditional organizational channels of departments and colleges. This mode of research organization has proven effective in attracting additional external funding and support as well. 1/ These include: USAID, Ford Foundation, Rockefeller Foundation, Agricul- tural Development Council, IDRC of Canadd, German Foundation for Interna- tional Development, Netherlands Universities Foundation for International Cooperation, Asia Foundation, International Agricultural Centre in Wageningen, Japan International Cooperation Agency, Swedish International Development Agency (SIDA), the French Government, the Australian Govern- ment, the British Council and FAO, among others. The Netherlands Univer- sities Foundation for International Cooperation has sponsored a Master's degree program in food and nutrition planning at UPLB which enrolls some 20-25 participants from various countries each year. The International Agricultural Centre in Wageningen, the Netherlands, has agreed to support a seed technology training program at UPLB. SIDA, under FAO auspices, has established a center for Forestry Education Research and Development for Asia and the Pacific to train instructors and conduct studies to improve forestry education. - 33 - 7.05 For a multifaceted institution such as UPLB, this extensive involve- ment in research, despite its intrinsic benefits, has had its concomitant problems. Despite constrained circumstances, the UPLB research resources in terms of staff, library, laboratory and other research facilities are superior to the research resources of any other agencies in the country and, to some considerable extent, in the Southeast Asia region, in almost any field of agriculture. Nonetheless, there are complaints on campus of the inadequacy of research funds and facilities. The exceptional degree of research involve- ment on the part of UPLB poses questions of balance vis-A-vis teaching and, given the considerable growth in number and variety of research staff and topics, it poses problems of research management especially in order to promote efficient interaction between teaching and research. Partly in response to the problems being experienced, a research management program was established in 1978 which developed into a Research Management Center in October 1980. The Center provides systematic manpower training and other support services to research personnel at various levels. It upgrades the management capability and quality of research operations within the Philippine agriculture and natural resources research system. Research development plans and initiatives suggest that research achievements during the 1980s will be even more dramatic than those recorded in the 1960s and 1970s. 7.06 Certain important results have been achieved in developing better yielding crops. In the sixties, there was extensive research done on rice, corn, vegetables and upland crops. Outstanding varieties of rice, wheat, corn, cotton, root crops and pasture crops, as well as soybeans, mungbeans and other vegetables have been developed or selected for nationwide propagation; these have demonstrated their superiority in terms of improved yield, resis- tance to pests and diseases, tolerance of extreme conditions and adaptability to varying environmental conditions. Certain research results in the seven- ties have brought UPLB national and international acclaim. These include, for example, the tissue culture technique for reproducing abaca (fiber plant) and the special type of coconut (macapuno) that is made into sweets; developnent of a chemical that induces the flowering of mango; development of a coconut meat dryer that uses waste material and of a solar dryer for fish drying; identification of biochemical bases for folk medicinal plants; studies of alternative energy plants; hastening of an alcohol fermentation process and the discovery of wood-binding techniques. By comparison with the 1960s, the research program of the 1970s had expanded to include more agro-industrial investigations, appropriate technology in agriculture and more sophisticated lines of inquiry. The program retained, however, its priority concern with economic profitability, nutritional benefits and ecological soundness of crop improvement. 7.07 In addition to strengthening the capacity of the University for research, the Project was expected to result in enhanced capacity elsewhere in the Philippines (para. 1.06). The objective of strengthening national research capacity through the establishment of special cooperative research projects involving UPLB and another (usually government) agency was pursued as part of the Five-Year Development Program. These research efforts were funded by the Rockefeller Foundation. By the time of project completion a much stronger and - 34 - formal institutional arrangement had been devised to promote agricultural research--the Philippine Council for Agriculture and Resources Research (PCARR). Established at Los Banos in the early 1970s, PCARR's aim has been to develop a national agricultural research system and order research priorities. 7.08 PCARR is required to coordinate all manpower, physical facilities and financial resources devoted to research and to program the use of these resources. In order to perform these designated tasks effectively, PCARR has been empowered to (i) review all research proposals in agriculture and natural resources and (ii) recommend research proposals to the Ministry of the Budget for funding. Although PCARR itself has only a small administrative budget, the agency is also empowered to allocate government funds earmarked for agricultural research. PCARR is an extremely powerful council comprising several ministers and seeks to gear the national research effort to the priorities set down under the National Development Plan which, for 1978- 82, were identified as attainment of self-sufficiency in food and greater Philippine self-reliance in energy. One of the advantages of this broad national coordinative effort has been the evolution of a strategy which, although heavily dependent upon UPLB, seeks to develop the research resources of other agricultural universities, colleges and research stations. Several of these, located in various regions of the country, have been designated commodity research centers concentrating upon certain commodities such as cattle raising and subtropical agriculture (Annex 16). 7.09 The advent of the PCARR coordinative efforts has thrust UPLB into a key national role. UPLB has also been designated a commodity research center in collaboration with some of the other regional centers. The division of research labor implicit in this strategy has induced UPLB researchers to pursue research that could not be done as well in the regional commodity centers. Examples of this are breeding work and crop protection studies for which interdisciplinary research teams and more sophisticated equipment would be required. Within the context of national research priorities laid down by PCARR, UPLB has established its own research priorities in seven areas: food systems and nutrition, agricultural diversification and nontraditional export product development, rural income and productivity, rural institutions, appropriate technologies for marginal lands, and environmental management.1/ The office of the Director of Research at UPLB reviews research proposals and coordinates funding for them. "Non-priority" research may be undertaken by UPLB if funding and manpower are available from other sources. B. Extension 7.10 The UPCA/UPLB role in the nation's agricultural extension effort and the internal organization of the University for implementing its own extension function underwent some evolution throughout the 1960s and 1970s. Extension 1/ It is important to recognize that, although both agencies serve national interests in agricultural research, PCARR research priorities do not have to coincide with UPLB priorities since PCARR is more narrowly concerned with food production. Rural development, environmental concerns and hilly and marginal lands on the other hand are additional areas of importance to UPLB. - 35 - was not formally recognized as a college activity until 1954 when the Exten- sion and Publications Office was created. A research project--the Farm Development Study--was started in 1958, and this was expanded to the Farm and Home Development Project in 1963. In 1962, the Extension and Publications Office was reorganized into the Department of Agricultural Information and Communication, with academic as well as service functions. Two years later the UPLB radio station (DZLB) was established. In 1967, the Office of the Director of Extension Education was established, and in the early 1970s this became an Office of the Assistant for Extension at the university level. The Continuing Education Center was established in the early 1970s to keep farmers abreast of developments in agriculture.!/ A few years later the Dean of the College of Agriculture appointed an Extension Coordinator, and the Farm and Home Development Office was renamed the University Extension Center and headed by the Assistant for Extension. In 1977, this Assistant was made Director of Extension. In October 1977, the UPLB Research Council was reconstituted into a UPLB Research and Extension Council to (a) coordinate the two activities, (b) develop an integrated research and extension program, (c) promote multi- disciplinary collaboration among units of the University in solving develop- mental problems, (d) formulate policies, priorities and standards in research and extension and (e) determine resource allocation for both activities. The University Extension Center was phased out in 1979, and the Office of the Director of Extension was charged with monitoring and coordinating functions; the extension activities were relegated to the academic and training units where the specialists and training personnel were found. In 1980, a decision was taken to establish an office of International Extension Relations. 7.11 These vicissitudes of the formal organization for extension reflect changing emphasis and philosophy within the University about its role in extension. The planners of the early 1960s envisaged an extensive role for the University with the entire Laguna area (in which the University is situated) as a sort of laboratory. It was intended that the University, which was already tending toward academic isolation, should become more farmer oriented. That goal appears to have disappeared somewhat as a result of several developments: a change in UPLB leadership in the 1970s toward a less sharp focus on agriculture, the rising preoccupation with academic excellence in the early 1970s as exemplified by the introduction of the five-year degree program (paras. 1.12-1.13) and the rapid growth of the perception of UPLB as a national and Southeast Asia regional center. Thus, while UPLB never lost sight of the importance of extension, there was seldom any long-term unanimity among the leadership, whether on the scale of effort needed and its coordi- nation and focus or on a priority in extension; nor was there ever a budgetary commitment to extension which matched the verbal commitment. Procedures for processing requests from outside agencies for training were not as well 1/ It is not clear exactly whether this Center ever performed this role. The aim, however, was to bring small farmers into the campus for a few days or weeks, pay them a modest subsistence allowance and expose them to the advances being made in agricultural techniques and in plant and animal breeds. - 36 - defined as they were for research. Nevertheless, despite the fact that UPLB eventually did not accept the idea of involvement in extension in terms of direct "grass roots" responsibility, with its extensive involvement in 'action research- projects and several major outreach initiatives, UPLB was deeply involved in activities which must be classified as extension. This concept of a broader and differentiated cultural impact was valid in the context of its self image which, with some justification, was not that of a regional or district university but rather that of a national and international institution. 7.12 Action Programs. In 1970, the first Social Laboratory Project was started and this became the model of several others that were established in other agricultural colleges in the country and in Southeast Asia; in the same year, the Barrio Development School was initiated as a pilot project for a work-oriented high school. Replication of these initiatives elsewhere in the Philippines was assisted under the Second Education Project (Credit 349-Ph). In 1972, the non-formal Education for Rural Youth, the Multiple Cropping Extension Program, and the Unified Rice Applied Research Training and Informa- tion Program were begun. In 1973, the College of Agriculture established an Integrated Adult Farmers Education Program in Rural Development, a Livestock and Poultry Intensified Production Program and an Integrated Grains Processing Project. In 1975, a cooperative project on non-formal education in Bulacan Province and the Makiling-Kaingin Resettlement Program were established. 7.13 Several of the research and experimental projects of UPLB are, in effect, extension work. A prominent example of this type of extension work is the Integrated Rural and Agricultural Development Program in Quezon Province. The Provincial Government has funded the construction of a farmers' training center and proposed expansion of the project to cover the more remote areas of the province. Some of the other research projects worth noting are the area marketing project for vegetables in Central Luzon, the poultry and livestock production and marketing association in Bicol, the rehabilitation of marginal lands project in Visayas, and the ecology-human settlements project in the Mountain Province and Central Luzon. 7.14 Ad hoc Training. Between 1970 and 1975, the College of Agriculture provided training programs for a total of 5,414 personnel of various rural development organizations, of which foreign personnel averaged 10-20% each year. Training seminars and workshops were conducted on rice, corn, vegetable production, crop protection and grain processing for personnel of government agencies as well as participants from Laos, Khmer Republic, Vietnam, Pakistan and the U.S.A. Two-week courses were offered in the summer for interest groups and entrepreneurs. In the academic year 1976-1977 alone, UPLB trained 8,715 personnel in ad hoc courses (teachers, producers, technicians, special- ists and trainers). This compared with a yearly average of 349,over the period 1965-1972 prior to the availability of its more extensive physical plant. 7.15 Dissemination. In terms of publications, some 16,000 copies of bulletins and 26,000 copies of magazines were printed in 1975-76 alone. The Department of Development Communications, in cooperation with various depart- ments, produced regularly for several years Agriculture at Los Banos, a farmers' magazine in English, and the UPCA Monthly Bulletin, which was largely - 37 - an alumni paper. In addition, a number of pamphlets or press releases giving farming tips and research results were published. The Sandiwa, a monthly tabloid in the vernacular, is still circulated in the Southern Luzon region. Manuals on the production of rice, corn and vegetables were produced by UPLB staff for extension workers. In 1976, the radio transmitter power available to DZLB was increased from 250 watts to 5 KW as part of the Second Education Project, and this greatly extended the reach of the station in the southern Tagalog area. DZLB now broadcasts 33 programs weekly with a daily airtime of 7.5 hours, covering general education and agricultural information. The budget for dissemination of information at UPLB, however, is extremely con- strained.!V Much of the research results cannot be published because of these constraints. While some resources provided by PCARR have helped to print some manuscripts, many remain unprinted and this shortcoming affects not only extension but also teaching (paras. 1.13 and 6.04). 7.16 Consultancy Services. One non-quantifiable dimension of extension is the consultative service provided by UPLB staff to government agencies, farmers' associations and other private organizations that proliferated in the seventies. Teams of management or production specialists are engaged to give technical assistance in various development programs at community, provincial or regional levels. The part-time services of the expert scientists and administrators of UPLB are always tapped for agricultural advice and help in institutional development by the various agencies of the national government. UPLB influences national policy in agriculture through (a) service of its leaders on national policy boards,.V (b) the secondment of staff to agri- cultural agencies, (c) the program of policy studies and research on policy issues-l and (d) the conduct of seminars and worlshops which are attended by senior government officials. The extent of this dependence by government agencies upon advisory and consultative services of UPLB staff and occa- sionally the secondment of senior staff to these agencies is such as to pose some considerable inconvenience to the University's teaching program. 7.17 At one time confined to agriculture and forestry, the demand for UPLB consultancy services has now expanded to energy, ecology and socio- economics. The concentration of respected expertise has made UPLB a very popular source of advisers, inventors, problem solvers and managers who are drawn upon to address issues of both national and international scope. As technology becomes more and more sophisticated, these demands are bound to increase. Already these demands are considered to be overwhelming; however, 1/ UPLB tries to sell its publications at cost in order to facilitate their dissemination; however, not all costs are always recovered and this results in overall shrinkage of the publications list. 2/ Such as PCARR, the Board of the Philippines Training Centers for Rural Development, and the Agrarian Reform Institute Advisory Council and the National Food and Agriculture Council. 3/ For example, the ACCI conducted important evaluative research on the Barrio program of the Department of Local Government and Community Development. - 38 - coming as they do from agencies which provide extensive support to the Univer- sity, they are difficult to reject. Provision of such advice is costly and, in order to retain the small budgetary allowance made available to the various units of the University for extension work to be used for support to ACAP institutions, the tendency on the part of UPLB is to request the client agency to meet the cost of such services. 7.18 In spite of their regard for UPLB expertise, several of the Govern- ment officials met by the OED mission felt that staff of the University were not as willing to participate in resolving field problems as staff of other universities, such as the Central Luzon State University, which has been heavily involved in extension in the Central Luzon area. They felt that, even allowing for the possibilities of budget constraints at UPLB and the cost of responding to their needs, UPLB professors tended to show more interest in assuring that their honoraria and expenses would be met than do professors of other universities.!Y It is noteworthy, however, that with the support of PCARR in building up the research capacity at some of these other agricul- tural universities and colleges, their research reputations are being built up and they are increasingly being resorted to by agencies in their neighbor- hood. C. Government Organization for Extension 7.19 In 1975, the PPAR noted that the utilization of UPLB research findings had been limited because (a) there was a shortage of both Government funds and appropriately trained manpower for extension services and (b) the planned reorganization of agricultural services envisaged under the Loan Agreement never materialized, although a new Department of Agrarian Reform had been created. The agencies concerned with the various sub-sectors and activi- ties serving the agriculture sector such as Lands, Animal and Plant Industry, Soils, Fisheries, Forest Development, Agricultural Economics and Agricultural Extension, had all been subject to some reform and reorganization efforts over the period 1964-75. However, the crucial new dimension in the 1970s in the Government's policy was agrarian reform, for which expenditure increased from P16.4 million (US$3.0 million) in 1965 to P41.1 million (US$6.1 million) in 1972. By contrast, the Agricultural Extension services themselves received no increase in support. The budget of the Bureau of Agricultural Extension which was approximately P11.9 million (US$3.0 million) in FY 1963/64 fluctu- ated over the next eight years and was only P13.9 million (US$2.1 million) in FY 1971/72.1/ 7.20 The covenant in the Loan Agreement (Loan 393-PH) on the continued reorganization of the Government agricultural services by itself achieved little if anything. Such reorganization depended upon large scale investments 1/ This may be due to the fact that requests for UPLB staff assistance often emanate from quite far away whereas the resources of the other universities are tapped much closer to their campus. 2/ Philippine Agriculture in the Last Twenty Years produced by Agriculture Staff, National Economic and Development Authority, 1975 (Manila); see particularly Chapter 8, pp. 179-180 and 189. - 39 - in research, training and agricultural credit in a wide range of areas, as well as strong policy support and leverage to bring about a redeployment of staff and resources from the various traditional bureaus into new units devoted to a unified approach to the farmers. This kind of reform needed extensive outside assistance at key points. It is not necessary to illustrate the external support needs by reference to the entire spectrum of Bank lending for agricultural activities, rural development, irrigation and other programs. It suffices to indicate that the major Bank support for the relatively narrow and specialized area of assistance--the agricultural extension machinery--was included in three projects: (i) the Fourth Education Project (Loan 1374-PH approved in March 1977) which, in addition to its support for UPLB Forestry, Animal Science and Veterinary programs and for Visayas State College of Agriculture, supported a network of training centers, headed by a National Training Center at UPLB, to provide in-service training for extension workers and training for farmer leaders; (ii) the National Extension Project (Loan 1626-PH approved in November 1978), which aimed at reorganization of the Ministry of Agriculture to provide a more unified extension service and closer coordination between research and extension, strengthening the extension services through buildings, equipment, new methods of extension and staff training; and (iii) the Agricultural Support Services Project (Loan 2046-PH approved in July 1981), which aims at strengthening (a) agricultural research capability, including support for the UPLB Institute of Plant Breeding, (b) applied agricultural research and experimental capa- bility of the Ministry of Agriculture, as well as upgrading regional agricultural research stations and (c) the Ministry of Agriculture in the areas of crops and livestock project generation and management, so as to improve significantly the capacity to translate research findings into usable materials and techniques at the farm level.!Y Under these projects the Bank provided loans totalling US$105 million, in large measure to strengthen the Government's ability to utilize the research output of UPLB and other institutions. At the time of generating this project it had been hoped that the Government could accomplish this task on its own. In the event, this hope proved to have been unrealistic. 1/ The impact of Bank lending on agriculture in the Philippines is the focus of another OED Report: Sector Operations Review: Agriculture and Rural Development Program in the Philippines (Report No.3796, February 10, 1982). - 40 - CHAPTER 8: GROWTH IN STATURE - HIGHER EDUCATION AND MANPOWER 8.01 In 1977, the UPLB College of Agriculture was given the prestigious Ramon Magsaysay Award for International Understanding in recognition of "its quality of teaching and research, for fostering a sharing of knowledge in modernizing Southeast Asia Agriculture."I Recognition of the potential of the Los Banos campus had begun even before the Five-Year Development Program. The choice of the site for the International Rice Research Institute (IRRI), founded in 1960 adjacent to the campus, had been made with a view to mutual benefit and joint research. Scientists at IRRI have served as affiliate faculty of the University, and IRRI-sponsored scholars from various countries pursue graduate studies at UPLB. During the decade of the 1970s, 6% of the graduate enrollment at UPLB were IRRI scholars. 8.02 Other significant international recognition came even before the completion of the Five-Year Development Program. In the late 1960s the Southeast Asian Ministers of Education Organization decided that the Los Banos campus should be the site of the Southeast Asian Regional Center for Graduate Study and Research in Agriculture (SEARCA). SEARCA is responsible for spon- soring some 80-100 scholars for graduate study each year from other countries in Southeast Asia as well as sponsoring short courses conducted by UPLB for the benefit of persons from numerous countries concerned with rural develop- ment. Some 20% of the Graduate School enrollment at UPLB is reserved for foreign students. In 1963 there were 76 foreign undergraduate and 24 foreign graduate students; after a decade the distribution had been reversed: 26 undergraduates and 101 graduates; in 1980-81 there were 48 undergraduates and 250 graduate students from outside the Philippines. It is important to recognize, however, that UPLB in the Asia context is not outstanding in size; it is outstanding in quality. 8.03 Despite its achievements in research and its national and interna- tional renown, it is in its capacity for producing first class training for tropical agriculture staff that UPLB is an outstanding institution--the investment in this respect alone producing an excellent permanent and adequate return by reducing the need for Philippine nationals to go abroad for high level training in agriculture. A. Impact Upon Agricultural Higher Education 8.04 The project was expected to benefit higher education largely through the increase in the output of persons with post-graduate qualifications. Despite the overall growth in the agricultural higher education system, the position of UPLB at the graduate degree level is still significant in quanti- tative terms. In 1977-78, UPLB produced 11% of all Master's degree graduates and 27% of all Doctoral degree graduates produced in that year in agriculture in the Philippines. It is in qualitative terms, however, that UPLB leadership in agricultural higher education is most pronounced. The tradition had 1/ The Philippine Agriculturalist. (Journal of the College of Agriculture and Central Experimental Station, UPLB), Vol. 62, June 1979. - 41 - already been well established during the 1960s and early 1970s that UPCA faculty moved into positions of responsibility in the newer agricultural colleges and universities. UPLB has continued to be the principal source of the leaders in agricultural higher education and principal training base for the faculty in these institutions. 8.05 During the 1970s the role of UPLB in training faculty of other colleges in Master's and Doctoral degree programs was intensified (para. 4.10). By 1979-80, the number of persons being so trained was 361, equivalent to 72% of the total graduate enrollment envisaged by the Five-Year Development Program (Annex 12). If those being trained for UPLB itself are included, the total was 1,066, or over twice the appraisal forecast of graduate enrollment. The considerable impact of UPLB upon the faculties of other colleges/universi- ties was also amply brought out in the responses to the OED questionnaire. In the six colleges/universities interviewed, the proportion of faculty with Ph.D.s from UPLB ranged from one-third to one-half of all staff holding Ph.D.s. Of those with Master's degrees, approximately 90% at VISCA and 70% at CLSU had received them from UPLB. In almost every agricultural discipline, UPLB continues to be the graduate school of first choice, and many more faculty from other colleges/universities apply than can be admitted to the UPLB graduate programs. The continuing UPLB role in strengthening other agricultural schools is carried out as well in a large number of joint re- search programs. In this context, the strategy of developing a national center of excellence has been fully justified as it provides a springboard for the rapid development of other colleges and universities. 8.06 The impact of UPLB on agricultural training and research was evidenced in the responses to the questionnaires administered by the OED mission. Nearly half of the some 300 graduate respondents were or had been affiliated with a UPLB training or research program since graduating, virtu- ally all through their employer. Most had attended or been involved since 1974 and rated this additional UPLB experience as highly satisfactory. All but one agency/university included in the survey of 26 institutions colla- borated with UPLB in a research or training effort, almost half through funding or sponsorship by a third agency such as PCARR, SEARCA, NFAC or IRRI. Short-term courses were given in such subjects as weed control, farmer edu- cation and statistics. In addition, UPLB provided courses specifically tailored to the needs of a given agency. The majority of research associa- tions were formal arrangements on crop and commodity research which involved UPLB and one or several other institutions. 8.07 The Appraisal Report stressed that proliferation of agricultural colleges should be resisted by the Government. In 1964, UPCA took the initiative of establishing the Association of Colleges of Agriculture in the Philippines (ACAP), comprising the 19 existing colleges, essentially as an accreditation agency.-/ However, no machinery was devised for effective control of the growth of enrollments in agricultural higher education and the membership of ACAP remained limited, now reaching less than 20% of the 1/ It is also noteworthy that UPLB took the leadership in establishing the Association of Agricultural Colleges and Universities in Asia. - 42 - colleges of agriculture in the country. Nevertheless, ACAP objectives of encouraging high quality agricultural education have remained intact, and ACAP serves to bring together the staff of the constituent colleges for discussion of problems of common concern. Much useful work was done for the member colleges through an Academic Interchange Program (1977-79), under which the Ford Foundation provided funds to help UPLB to send planning teams to assist other member colleges. One of the best planned agricultural colleges in the country (VISCA) was planned principally by the individual who had led the UPLB planning group in the late 1960s. 8.08 In 1977, adopting a more vigorous measure with reference to accredi- tation, the Government established a Technical Panel for Agricultural Edu- cation (TPAE) within the Ministry of Education to carry out accreditation and to use academic standards of agricultural educational institutions as a basis for central budgeting allocation, thus encouraging substandard insti- tutions to be phased out. The aim of TPAE is to develop: (a) a national system of agricultural education comprising selected institutions as centers of excellence in various subsectors (agriculture, forestry, animal science/ veterinary medicine and fisheries); (b) one selected college in each of the three major regions with affiliated colleges and high schools; (c) experimental agricultural high schools; (d) sub-professional technician training programs and (e) extension training and farmer training. UPLB has been central to this effort and has provided office space for the TPAE's secretariat and one of its faculty members serves as Executive Secretary. UPLB staff have assisted in conducting studies needed for policy making and have played and continue to play a key advisory and consultative role in the work of the panel. B. Impact Upon Agricultural Manpower 8.09 The total output of UPLB graduates over the years (Annex 5) is the best testimony available on the quantitative manpower contribution made by UPLB. What these raw figures do not disclose is the quality of UPLB graduates as employees and on this the views of employers are quite clear and positive in regard to most aspects of their training (paras. 6.06-6.12). The new initiatives in the development of the capacity of the newer colleges will doubtless narrow the qualitative gap between UPLB and the others and the continued growth of the overall agricultural higher education system will further reduce the quantitative impact of UPLB (para. 3.04). Some offi- cials expect that UPLB will reduce the number of undergraduates while moving increasingly into graduate education, an area in which UPLB is still signifi- cant in quantitative terms (para. 8.04). The qualitative contribution of UPLB will be dominant, however, for several years to come. 8.10 The higher education system has been of some concern in the Philip- pines because of the large output of graduates and the problems of their absorption. Several studies were undertaken during the 1970s with a view to analyzing output and external efficiency and charting new development strate- gies. These studies indicated that the proportion of students enrolled and graduating in agricultural subjects has grown from about 1-2% of the total - 43 - national enrollment and output in the mid-1960s to 6-7% in the late 1970s../ This growth and the high priority given by the Government to agriculture notwithstanding, on a national scale agricultural graduates were among the lowest paid and experienced the greatest difficulty finding suitable employ- ment. Finding an appropriate position with an attractive salary was less of a problem for UPLB graduates than other agricultural graduates, supporting the findings of the OED mission as to the great demand by employers for the UPLB graduates. Of considerable importance to the trend in UPLB toward increased graduate training in agriculture are the findings of a study conducted by SEARCA on Indonesia and the Philippines which forecast a shortage of high level agricultural manpower.l/ 8.11 There have been considerable changes in the career patterns of UPLB agricultural graduates. A follow-up survey of UPLB graduates!/ of 1968-70 and 1974-75 found that they went into careers as follows: 1968-70 Graduates 1974-75 Graduates Field of Employment (133 in Sample) (147 in Sample) Teaching 22% 5% Research and Specialized 28% 74% Functions (e.g., pest control, quality control analyst, etc.) Extension, Farm Management 33% 12% or Supervision Other 17% 9% TOTAL 100% 100% 1/ See (i) "State Higher Education and National Development Goals, Plans and Needs," by National Economic Development Authority (NEDA)--undated but written in elaboration of the 1973-77 National Development Plan-- p. 109; (ii) "Higher Education and Labor Market in the Philippines," July 1979, sponsored by the Ministry of Education, EDPITAF, NEDA, National Manpower and Youth Council, Fund for Assistance to Private Education and International Institute for Educational Planning (IIEP), p. 66; (iii) "Labor Market of High Level Manpower in Agriculture, Philippines," 1975 by M.D. Leonor Jr., et al, p. 5; (iv) "Toward the Integration of Higher Education in the Philippines," March 1976, a report commissioned by Presidential Executive Order No. 432 of 1974 to reassess the state of public higher education in relation to private system and recommend a plan to make higher education play a more meaningful role in national development; pp. 19, 21-22; (v) "Philippine Statistical Yearbook," 1980, by NEDA, pp. 608-610. 2/ Medium. Publication of the Technical Panel on Agricultural Education, September 1980, Vol. II, No. 3. 3/ Unpublished Master's degree Thesis "Occupational Trends Among UPLB-CA Seniors and Alumni: Implications to Career Guidance," by Thelma N. Santo Domingo, M.A. in Education Degree, May 1977. (Presented to the Faculty College of Education University of the Philippines System, Diliman, Quezon City, see page 62.) - 44 - The significant decline in careers in agricultural education and extension/ farm management and the significant increase in research and specialized functions parallels (i) the low emphasis within UPLB on agricultural education and extension and farm practice and the strong orientation towards research noted above (paras. 6.06-6.13) and (ii) the increasing attractiveness of positions in the more technically specialized agricultural fields in terms of salaries and career potential. The study also found that the vast majority were given their first jobs by UPLB or affiliated units or by Government or parastatal agencies, and that only one person among the two sets of graduates surveyed was engaged in farming on his own. 8.12 The appraisal mission correctly perceived that: "In the long run, the existence of a first class educational institution is the main instrument by which a country recruits and trains its scientific and professional leaders for any productive sector. No educational institution other than the UPCA will be capable of supplying the Government service with significant numbers of the leadership personnel needed."I The exceptionally high regard for the UPLB role in manpower development is reflected in the high employer demand for its graduates. It was evidenced in responses to the OED questionnaire and the OED mission in its meetings with officials. A report on UPLB summarized the preeminence of UPLB best in stating that, "the services of its alumni and even of the faculty are sought by government and private organizations. Its products hold key positions in the Philippine bureaucracy such as the Bureaus of Plant Industry, Fisheries and Aquatic Resources, Vocational Education, Prisons, Animal Industry, Forest Development, Cultural Minorities, Constabulary, Internal Revenue, Public Works, Philippine Army, Fiber Inspection Service, PNB, DBP, CB, NEDA and the provincial and municipal governments." In short, UPLB has not only provided the leadersip personnel for the Government services in agriculture; it is providing leaders in non- agricultural sectors and in the private sector as well. 1/ Appraisal Report, para. 49 (i) (a). - 45 - APPENDIX I FOLLOW UP OF GRADUATES OF UPCA/UPLB A. The Questionnaire 1. In an effort to obtain some idea of the impact of the Five-Year Development Program upon UPLB and in turn on the UPLB graduates, a question- naire seeking data on the perceptions and experiences of a wide range of UPCA/UPLB graduates was prepared by the mission. This survey was not an end in itself; it was intended as a supplement to the views of officials of UPLB, as well as the views of officials of other agricultural colleges and universities and public and private agencies (see Appendix II) on the impact, problems and role of UPLB. The questionnaire attempted to elicit the gradu- ates' assessment of their education at UPCA/UPLB, the nature of their job and work experience following graduation and the interaction between their edu- cation or training at UPLB and their jobs. The questionnaire also sought to ascertain the nature of any continuing liaison with UPLB, whether for training or for research. An important consideration in analyzing responses to the questionnaire is that negative comments were generally expected to be followed by some elaboration; this would usually discourage the making of negative comments. Thus in interpreting the findings the negative criticism should be taken as representing fairly strong feeling. 2. Some 400 copies of the questionnaire were distributed to several government offices, private firms and agricultural universities and colleges in Metro Manila and other areas in Luzon, Visayas and Mindanao in which there were sizeable concentrations of UPLB graduates. Most of the responses were collected by mission members while in the field; a few were forwarded at a later date. Of the 300 completed questionnaires returned to OED, nine had to be discarded for various reasons such as duplication, missing pages, or absence of essential basic data. The remaining 291 were coded and analyzed. B. The Sample 3. The sample was not intended to represent a cross section of UPLB graduates or their employers. The agencies to which the questionnaires were sent were chosen largely because they were readily available. The agencies selected were predominantly agricultural and public: 80% of the respondents were working for a Philippine government agency and 94% in a field related to agriculture. The fact that the distribution was generally confined to agri- cultural colleges/universities and other agricultural agencies precludes any review of what happens to graduates who work in non-agricultural agencies. Almost two-thirds of the respondents were male; roughly one-half of all respondents were under 35 years of age. The respondents held positions at all levels with a diversity of responsibilities and duties. Some of the more common job specializations included agricultural education, extension, crop protection/pest control, soil sciences, agronomy and agricultural economics. Although respondents were not categorized by specific job titles, most of them occupied positions in one or more of the following professional roles: instructor, extension agent, researcher or administrator. - 46 - APPENDIX I Characteristics of Respondents Number and Percentage in Each Category Sex Women: 106 (36%); Men: 185 (64%) Age Under 25: 49 (16.8%); 26-30: 62 (21.3%); 31-35: 39 (13.4%); 36-40: 33 (11.3%); 41-45: 50 (17.1%); 46-50: 36 (12.4%); 51-55: 12 (4.1%); and over 55: 10 (3.4%). Era of Graduation Before 1969 1969-1974 After 1974 Undergraduate Degree 150 (58.2%) 23 (8.9%) 85 (32.9%) Graduate Degree 13 (13%) 12 (12%) 75 (75%) /a Place of Employment Metro Manila: 55 (19%); Luzon: 167 (57%); Visayas: 46 (16%); Mindanao: 19 (7%), and No Response: 4 (1%) Type of Employing Agency Public: 232 (80%); Semi-governmental: 24 (8%); Private: 33 (11%); and No Response: 2 (1%) Sector of Employment In Agriculture 207 (71%); Related to Agriculture 67 (23%); Not in Agriculture: 15 (5%) and No Response: 2 (1%) /a About one-fourth of the respondents had not received any graduate degree at the time the questionnaire was administered. C. Findings (a) Educational Experience of the Respondents 4. Respondents were restricted to persons who had done some study at UPCA/UPLB, either undergraduate study or degree, or graduate study. In addition, these were asked to indicate whether they had studied at another Philippine university or abroad. As expected, there were overlaps; one respondent had studied at both levels at UPLB as well as at another Philippine university and abroad; several others had three or four types of educational experience. 5. The largest group--258 respondents--comprised those who had done their undergraduate work at UPCA/UPLB, most of them receiving the B.Sc. in Agriculture. Their year of admission to UPCA/UPLB ranged over 37 years--the earliest in 1939 and the latest in 1976. Some 58% completed their first degrees before 1969 (prior to construction of the buildings financed under the Five-Year Development Program), 33% graduated after 1974 (after the project buildings were completed) and the remaining 9% graduated during the interim period when project implementation coincided with a substantial part of their - 47 - APPENDIX I studies. Most respondents (73%) had undertaken their studies at UPLB with a view to a career in research, extension or agricultural education. Only small percentages cited management, agri-business or farming as probable future careers. 6. Over one-third of respondents--102 persons--had pursued some gradu- ate study at UPCA/UPLB and of these, 62% had received a Masters degree and another 11% a Ph.D., most of them after 1974. The remainder either were still graduate students or did not specify a degree program. In terms of their professional aspirations, those with some graduate work identified research and teaching most often--indeed much more often than their undergraduate counterparts--and cited extension less frequently._!/ 7. Fifty-six respondents had studied or were studying at any of 30 other Philippine universities or colleges. Such institutions as University of the Philippines in Diliman, Bicol University, Visayas State College of Agriculture and Central Luzon State University were mentioned most frequently. Of these 56 respondents, one-third had received an undergraduate degree at another Philippine university and one-quarter a Master's degree; two had received a Ph.D. and one a certificate. Some 22% were still pursuing graduate degrees and 15% did not mention a degree program. On the whole, their educa- tion outside UPCA/UPLB was used to train them in certain specializations-- particularly education and management/economics--which were not prominent at UPCA/UPLB during their stay at Los Banos. On the other hand, relatively small numbers were found studying a specialization in agriculture or preparing themselves for careers in research or extension. 8. Forty-four respondents had studied abroad, over half of these in the United States and the rest in Europe, Australia/New Zealand, Canada or another Asian country. Thirty-five percent had received Master's degrees, 23% Ph.D.s, and 16% certificates. A further 5% were still pursuing a graduate degree and the remaining 21% did not indicate a degree program. In terms of major fields studied and professional activities aspired to, this group most closely resembled those who did their graduate work at UPCA/UPLB, with greater emphasis on agricultural sciences and on preparation for research and teaching. (b) Professional Experience of the Respondents 9. The vast majority of the respondents worked for a Philippine govern- ment agency in a field related to agriculture in both their present and previ- ous jobs. However, the present jobs involved higher levels of responsibility or authority than the previous jobs, which is to be expected from high achievers. The percentage of those who considered themselves senior managers 1/ It should be noted that respondents often mentioned research, teaching and extension together as "a trilogy of functions" as one respondent phrased it, which generally implied the role of the university/college teacher. - 48 - APPENDIX I or executives in their present jobs was nearly three times as great as those who considered themselves to be of that level in their previous job. The percentage of those occupying senior technical/professional and research roles was also greater in regard to the present jobs, whereas the percentage in middle level jobs had decreased. Thus, the respondents as a group were not only in responsible roles, but were clearly very upwardly mobile as well. 10. As to the level and the field of training required for previ- ous and present jobs, virtually all respondents mentioned the need for a Bachelor's or above, while at least 80% mentioned that the degree needed to be in agriculture or in one of the agricultural sciences. Paralleling the trend of increased responsibility from previous to present job was the higher level of education/training and specialization required for the job, particularly advanced degrees. It is also noteworthy that only a very small percentage had accepted (as their previous job) positions for which a high school education or sub-professional technical training was sufficient. Similarly, general agriculture degrees usually sufficed for the previous jobs, whereas the present jobs often required some greater specialization. Table 1 summarizes these responses. (c) Respondents' Assessment of Their UPCA/UPLB Education 11. Several questions sought to elicit the respondents' perceptions of the strong points and shortcomings of their UPCA/UPLB education. Some of the issues touched upon were an assessment of the physical facilities and the quality of education at both undergraduate and graduate levels, a comparison of the skills or knowledge acquired at UPCA/UPLB and elsewhere and the appro- priateness of the respondents' education in the light of subsequent profes- sional needs. For purposes of comparison, responses were analyzed according to two different criteria: (a) whether the respondent had a broader base for his/her perceptions than the UPCA/UPLB education, namely, study at another university at home or abroad; and (b) whether the respondent finished his/her education at UPCA/UPLB prior to 1969, by 1971, by 1974 or after 1974. 12. The responses were, for the most part, overwhelmingly positive and uniform. In no instance did a majority of respondents state that a particular aspect of their education was unsatisfactory. There was widespread satisfaction with the more educational aspects of programs. Those who con- sidered either their training (in terms of its adequacy and job relevance) or the teaching standards deficient were a very small minority: mostly those who had (i) done graduate work abroad or elsewhere in the Philippines or (ii) graduated before 1969 or after 1974 (see Tables 2 and 3). Slightly higher percentages were dissatisfied with textbook availability and suitability, the least satisfied group being those who graduated after 1974. 13. In general terms, respondents were highly satisfied with the physi- cal facilities and opportunities for laboratory and library work and research at Los Banos. The proportions critical of the library were quite low and in - 49 - APPENDIX I fact, the library facilities were often rated as excellent. There was notice- able criticism of: (a) farm practice opportunities (by all groups, particu- larly those who graduated between 1969 and 1974) and (b) the dormitories and the infirmary by all groups, particularly those who graduated after 1974 and those who had studied elsewhere in the Philippines. 14. The overall assessment of education by academic experience indicated that those who had studied abroad were generally more sparing with their criticism and generous with their praise than those who had studied only at UPLB or elsewhere in the Philippines. The assessment of education by year of graduation indicated that the least satisfied came from two groups, the pre-1969 group--which pre-dated the project facilities--and the post-1974 group, and particularly the latter; more post-1974 graduates criticized more aspects in regard to both physical facilities and programs than any other group. The fact that perceptions were more positive during early 1970s suggests that the immediate post-construction era was only temporarily much better (especially prior to 1971) than either before the new construction or sometime afterward when UPLB had outgrown the facilities provided under the loan. 15. In responding to the questions on the value of the skills acquired at UPCA/UPLB, two considerations were obviously intertwined--how good these skills were intrinsically and whether they proved useful on the job. In regard to technical and professional knowledge (whether general or more specialized), virtually all respondents were positive in their views; in regard to research skills, only a small portion of the respondents saw them as being of no benefit. Negative views of skills acquired at UPCA/UPLB were more evident in regard to laboratory skills and those programs newer to the campus--management and business (see Table 4). The respondents who had studied in institutions other than UPCA/UPLB and who had acquired these business and management skills outside UPCA/UPLB considered them to be of greater benefit than did those who had acquired these same skills at UPLB--the only case in which the non-UPLB learning experience was more highly regarded than the UPLB experience (Table 5). In general, of the skills acquired outside UPCA/UPLB the most criticized were laboratory and research skills (Table 6) which reflects perhaps the outstanding superiority of the UPLB campus in these areas. b - 51 - APPENDIX II FOLLOW UP OF EMPLOYERS AND COLLEGES A. The Questionnaires and the Sample 1. Loan 393 was intended to foster UPLB's capacity to produce high level agricultural manpower and lead the way in breakthroughs in agricultural research. In order to assess the impact of UPLB, its programs and its graduates on the surrounding institutional environment, the OED mission interviewed public and private sector employers and college/university officials. Although the two questionnaires were somewhat different in form, both attempted to elicit similar sorts of information on recruitment and utilization of UPLB graduates, the nature of the communication and interaction between the employing agency or agricultural college/university on the one hand and UPLB on the other, and the relative strengths or weaknesses of UPLB and other Philippine agricultural colleges/universities. 2. Interviews were conducted with 29 senior staff in 26 agencies and colleges/universities--15 public agencies, five private agencies and six colleges and universities situated in seven of the eleven regions of the Philippines. Over four-fifths of those interviewed were themselves graduates of UPLB. B. Findings (a) Recruitment and Utilization of UPLB Graduates 3. Both employers and college/university staff expressed a distinct general preference for hiring UPLB graduates, but noted difficulties in finding and retaining them. Many of the government agencies and some of the colleges/universities stated that their salary levels were not competitive with the private sector, and that this weighted against them in recruitment efforts. There was some indication that the distance from UPLB (and probably from Metro Manila) was also perceived as a factor, as graduates appeared to prefer working in the Central Luzon Area, rendering it increasingly difficult to attract the graduates as the distance away from Central Luzon increased. Employers also noted that UPLB graduates demanded a relatively high level of job satisfaction and challenge; otherwise they were apt to become bored and look for jobs elsewhere. (b) Communication and Interaction Between UPLB and Other Colleges/Universities and Agencies 4. Virtually all the agencies and colleges/universities had some continuing link with UPLB, either in the form of services rendered by UPLB (training, research or consultancies) or feedback mechanisms to UPLB. In- formal links were the most common type, formed through personal contacts between UPLB staff and alumni employed in the agencies or colleges. The importance of the informal network was also noted in the area of r cruitment, where personal contacts still predominated over more structured rectuitment - 52 - APPENDIX II procedures in both public and private agencies. Although most of those interviewed seemed satisfied with the prevalent informal mechanisms, problems were noted of communication lapses, which resulted in missed deadlines for applications for training or regular coursework or unawareness of research findings relevant to their work. 5. Distance from UPLB appeared to qualify and define the nature of communication links between employers and educators and UPLB. It would appear that, the greater the distance between an agency and UPLB, the weaker the link and the greater the reliance by these agencies on regional universities. Although UPLB was generally the first choice for colleges and universities seeking to upgrade their staff in the Philippines, the distance from UPLB appeared to qualify this preference as well. If sent to a nearby university for graduate education a faculty member could continue to reside and teach in the area, whereas attending UPLB would require the grant of a sabbatical year. 6. The three most common types of association with UPLB were training programs, joint research and consultancies on process reform. All of the colleges/universities and the vast majority of the agencies relied on UPLB training programs and collaborated with or contracted UPLB for research projects. UPLB has played and continues to play a crucial role in the training of all levels of agricultural staff, and especially staff of agri- cultural colleges and universities. For example, 90% of the VISCA faculty holding Master's Degrees earned them from UPLB. UPLB conducts a wide variety of training programs in technical areas, as well as in-service workshops aimed at development of university administrative and academic staff. 7. The mission found that public and private agencies were more likely to use UPLB expertise on technical issues than on managerial or organizational issues, for which they would turn to other institutions like the Asian Institute of Management. When asked what type of problems they would refer to UPLB, some employers specifically excluded management problems. Colleges and universities, on the other hand, made extensive use of UPLB for institutional development, for things as planning degree programs and overall development plans. 8. Although UPLB continued to be favored, there was evidence that public and private agencies were turning increasingly to other colleges and universities for technical assistance and particularly research. Eighty-four percent of the public and private agencies polled had established relation- ships with other schools, VISCA, University of Southern Mindanao and Central Luzon State University (CLSU) being mentioned most frequently. The increasing capabilities of these institutions--especially in certain areas of commodity research--were cited as the main reason for increased interaction. Many of the research programs with other colleges and universities involved UPLB as well and were funded through PCARR, SEARCA and NFAC. 9. Some of the officials and administrators interviewed found the financial cost of availing themselves of UPLB's services discouraging, if not prohibitive. In fact public agencies in particular mentioned cost as one of the factors why they turned to other colleges for technical assistance. - 53 - APPENDIX II (c) Relative Strengths of UPLB and Other Agricultural Colleges/ Universities 10. In the light of their experience with the products of these institu- tions, employers were asked to comment on the knowledge and skills imparted by the various Philippine agricultural colleges and universities including UPLB. By and large, many of the qualities that employers were looking for in poten- tial employees were the very ones UPLB graduates possessed in abundance. UPLB was ranked ahead of other schools in terms of certain types of knowledge (general, scientific and specialized) and skills (laboratory, analytical and research) and in terms of their creativity and possession of new ideas. The only area where UPLB consistently was ranked lower was in the area of farm practice. 11. Most of the employers and college staff interviewed felt that a UPLB education was very relevant to Philippine agricultural issues.-! Employers found UPLB graduates (i) better decision makers (ii) more well rounded, flexible and versatile and (iii) more easily and readily trainable than graduates of other colleges and universities. Universities and colleges preferred to send their faculty to UPLB for advanced work (particularly Masters degree training) because the programs were better planned and or- ganized and the students more closely supervised. 12. Most of those interviewed cited research as a very important acti- vity in their institution and ranked UPLB as the best institution for training researchers and producing high quality research. Employers named research capability, specialized knowledge and scientific knowledge as three essential qualities in their research staff, and 80% found UPLB graduates to be superior in these areas. Educators were agreed that research was and should be a major activity of a center of excellence like UPLB, but they, also, expressed sentiment that other higher institutions should be expanding into more sophis- ticated research efforts. They favored making UPLB the focus of graduate education in the country while developing a support research network in conjunction with the regional schools along the PCARR lines. 13. The majority of those interviewed identified certain UPLB weak- nesses: lack of farm practice training, attitudes of UPLB graduates and possible over-extension of UPLB staff and facilities. The ability to work in the field and understand and communicate the practical aspects of laboratory research was considered critical to agricultural work in the Philippines. Field work (or extension) was part of the triumvirate of activities (along with research and teaching) perceived as the ideal function of agricultural universities, and was also the way many of the employees in the various agencies interviewed spent a good part of their work day. Employers stated that the majority of their staff spent about three-fourths of their time in 1/ It is noteworthy however that two officials inferred that UPLB's frame of reference was too broad or criticized the use of foreign texts. - 54 - APPENDIX II the field, doing either research or extension work. Employers interviewed were clearly less enthusiastic over the quality of field farm training pro- vided by UPLB than they were over other types of training, and some were openly critical. In fact, the lack of adequate provision for farm practice training in the UPLB curriculum drew more criticism than any other single issue. Both employers and educators supported the idea of increased emphasis on practical subjects and increased exposure of students and professors to field trips and farm practice. 14. Some of those responding criticized UPLB as having an ivory tower image. One educator said that he found UPLB graduates to be more demanding of their environment, having been spoiled by the relatively luxurious facilities at UPLB. Occasionally, such attitudes made UPLB graduates appear uncoopera- tive or arrogant. 15. A few of those interviewed felt that UPLB was becoming overextended. Although only two persons stated outright that the quality of discipline or education had gone down, many expressed concern that UPLB was becoming less responsive to requests for assistance. They found that UPLB staff were unavailable because of heavy schedules and consulting commitments, graduate students were taking an unduly long time to finish their work and student accommodations were overcrowded. 16. Most colleges and agencies acknowledged that UPLB was still the Philippine's center of excellence in agricultural education. Several even suggested that UPLB should devote itself exclusively to graduate education and research work. Regarding technical assistance, several employers explained that, whereas UPLB provided them with assistance, they themselves frequently provided it to other universities. Despite the fact that UPLB still ranked ahead of all other schools, many perceived that differences were diminishing. Not only did many employers say that the quality of field training in other schools was superior, but many also said that the regional universities had potential to respond better to certain research needs. The majority of educators also felt that there was room for them in an expanded research community and envisioned the emergence of several centers of excellence which would address specifically regional needs. COMMENTS FROM THE BORROWER (1) - 55 ATTACHMENT I A*SAYAS STAT\ (Page 1 of 4) VISAYAS STATE COLLEGE OF AGRICULTURE Baybay, Leyte OF AGR Philippines OFFICE OF THE PRESIDENT January 4, 1983 Mr. Shiv S. Kapur Director, Operations Evaluation Department The World Bank 1818 H Street, N. W. Washington, D.C. 20433 U. S. A. Dear Mr. Kapur: I read with great interest the draft of the World Bank Impact Evaluation Report on the Philippine: First Education Project (Loan 393-PH). Here are my comments: 1. The report is comprehensive and valuable to anyone interested in development planning and institution building. It has identified the strengths of the educational project and some weaknesses that could have been avoided. 2. P. xiii "overestimation of needs in Agricultural Education and Extension..." I wonder if there was indeed an overestimation. In fact, the Department of Ag. Education was not included in terms of additional building and facilities in the First Education Project. 3. P. xiii "relatively low priority attached to textbook production..." Is there concrete evidence that this important activity was given low priority? Was there not a textbook writing program under the Ford Foundation from 1963-72 which proved that inspite of incentives given, few took advantage of the opportunity. The point is textbook writing was not really given low priority. It was simply a difficult task which does not even depend on availability of funding. For cornmunCdIonS from Luzon Of dbroad, pledse address reply to VISdYas StdtU Culuqe of AIritulture 8 LOurdes St , Pdsdy City 3129 Telephone: 57-11-26 an.p oni' - 56 - ATTACHMENT I Mr. Kapur (Page 2 of 4) 4. P. xv "but also avoided almost all of the needs left over from the First Education Project..." I don't think the UPLB leadership deliberately avoided needs in Agricultural Engineering, Food Science and Technology, etc. that were left over from the First Education Project. The truth is the Fourth Education Project concentrated on Forestry, Animal Sciences, and Extension Training which were left out in the First Education Project. If others were not included, it was simply a case of poor institutional planning rather than deliberate avoidance of needs. 5. Page 6, bottom: "Staff development programs had ceased." This is not exactly true. Each college had its continuing staff development program even in the 1970's. The difference is that most of the staff registered for MS and PhD studies at the UPLB Graduate School, unlike before when graduate work was done mostly abroad. 6. Page 7. The increase in proportion of time spent on humanities could not be helped because additional subjects were required by legislation. The blame should not be placed on those who designed the 5-year curriculum, whoever they are. 7. Page 12. "Ironically, however, they did not identify two of the existing shortcomings on campus..." The 1971 UPLB Development Plans and Goals for the Seventies simply identified growth points and opportunities. It emphasized the need to follow up this report with detailed institutional planning for each college. It is in the detailed plans where (1) the need for more staff development and (2) the inadequacy of physical plant should show. Those who made the 1971 UPLB Development Plans and Goals could not have identified these without subsequent detailed planning. 8. Incidentally, the report seems to emphasize repeatedly the inadequacy of the physical plant following the scaling down during implementation. This is not exactly correct. When plans were made in 1962-63,,. sufficient allowances (25-30%) were made for future growth. When scaling down was made in some buildings during implementation, the physical plant for all was more than sufficient for sometime. - 5- ATTACHMENT I (Page 3 of 4) Mr. Kapur In 1972, for instance, Agricultural Engineering had only 187 students and Food Science and Technology had only about 50. Their physical plant were still sufficient until they doubled their enrolments in the late 1970's. It is therefore not true that the physical plant became inadequate due to scaling down. It became inadequate due to the rapid growth of UPLB much later. 9. Page 30, line 6: Annex 10 should be Annex 9. 10. Page 49: "In hindsight it is clear that the Five- Year Development Plan gave insufficient emphasis to statistics, computer science, mathematics, social sciences and basic sciences." In the first place, the FYDP h'ad its time frame of 5 years. The projected needs at that time was on the generous side and good for ten years instead of five. It is unfair to blame the FYDP for inadequacies of UPLB at present (after 20 yea6l). In fact, computer science was not well developed and computers were prohibitively expensive in the 1960's. To plan for more than what was necessary for the next decade would be to seemingly develop an "ivory tower." The same comments apply to projected needs in agronomy and horticulture. The needs were fairly assessed in the early 1960's and the FYDP was designed to take care of the needs up to 1970 or so, but not much beyond. 11. Page 70: "One of the best planned agricultural colleges in the country (ViSCA) was planned with considerable help from UPLB planners." While this is a compliment to ViSCA, I am sorry to say it is not an accurate statement. ViSCA did not really get help from UPLB planners, although there is no denying that my experience in UPLB helped ViSCA considerably. 12. Chart I. This chart is not correct. There are two Coordinators of Student Affairs. One is correct, but the other one with the C & D Officer, Property Officer and Administrative and Legal Officer under it is not correct. Instead, this should be Director of Business Affairs. - 58 - ATTACHMENT I Mr. Kapur (Page 4 of 4) 13. Chart II is also defective. There was no Executive Vice President, but instead a Vice President for Agriculture and Foresty. Also, there was no Director of Academic Affairs, but instead a Director of Instruction. Add to this three more: (1) Director of Research (2) Director of Extension and (3) Director of Graduate Studies. It is a pleasure for me to go over the report and make these comments. I hope you will take them into consideration in making revisions. I will appreciate receiving a copy of the final report. Ve y truly yours, F.1A. BERNARDO P esident - 59 - COMMENTS FROM THE BORROWER (2) Mepublic of tfe p4iiippinrs ATTACHMENT II CENTRAL LUZON STATE UNIVERSITY (Page 1 of 4) taifiam, Nueua Erfla PLDT No. 107 January 15, 1985 OFF=c OF THF PEimIDNrr Dr. Shiv S. Kapur Director, Operations Evaluation Dept. World Bank 1818 H Street, N.W., Washington, D.C. 20433 U. S. A. Dear Dr. Kapur: I am in receipt of your letter of November 22, 1982, and the enclosed draft of the World Bank Impact Evaluation Report, Philippines: First Education Project (Loan 593-PH). I feel honored that you are soliciting my comments on the report. However, I am not sure whether my views can be crucial and can do justice to the report and the program. I was a faculty member of the UPCA (now UPLB) from 1949 to October, 1966, before the implementation of the loan. Although I was a member of the planning team that drew the preliminary plan for the Biological Science Department, I had no participation in the implementation of the program. I was out in Central Mindanao University from October, 1966 to March, 1970, and since then to the present, I have been here at Central Luzon State University. My views would be those of an outsider and an administrator of another institution that had been a recipient of a similar loan. Nevertheless, I am sub- mitting my comments as you request. I would like to present my comments based on the following significant points of the report and other key premises: 1. Attainment of Objectives 1.1. The objective of the Philippines: First Education Project was the development of the UPLB campus into a national center of excellence in teaching, extension and research in agriculture. The report states that this has been successfully achieved with the following statements: - 60 - ATTACHMENT II (Page 2 of 4) "Some ten years after the project completion. it is clear that that faith was well placed." "What was expected to be a national center of excellence has become as inter- national center of excellence as well." Comment: I fully concur with the above conclusion. The investment made has paid great dividends. 1.2. With the loan, the 'UPLB was able to rebuild itself from the ravages of war in terms of 1.2.1. Physical plant and facilities; 1.2.2. Faculty development in graduate and post graduate courses; 1.2.3. Development and implementation of varied curricular programs in the undergraduate and grdduate levels, as well as the establishment of centers and institutes; 1.2.4. Conducting of researches and studies in a whole array of fields. Comment: Again, I agree with the report that all these had been accomplished. 2. Impact of the UPLB development to the national scene To the growth of UPLB may be attributed the following significant effects: 2.1. The UPLB has provided the public and the private sectors, including state agricultural colleges and universities with outstanding leaders, administrators, technocrats, scientists and researchers, and faculty members. 2.2. It had and continues to produce outstanding relevant researches and studies in agriculture, applied and social sciences. 2,3. It has and is still influencing national policy formulation in agriculture and national extension program. Comments: It is significant to note that other state colleges and universities of agriculture had been established by the government in many parts of the country. A good - 61 - ATTACHMENT II (Page 3 of 4) number of these are doing, or at least attempt to do what the UPLB is doing. They too are making worthwhile contributions to national growth. There is some truth to the following state- ment that UPLB has not given enough emphasis to the practical aspects of agriculture so that the relation between practical agriculture and its food science and technology program is not well defined. However, it is the other state-owned agricultural colleges/ universities like Central Luzon State Univerbty, Central Mindanao University and Visayas State College of Agriculture, to mention a few, that are strengthen- ing practical programs in agriculture to complement the type of training UPLB offers. 3. Constraints 3.1. Not withstanding its initial growth, the UPLB has been beset with funding problems. A number of its decisions to establish centers and institutes have been prompted not by the dictates of an overall plan of development, but by the attracting power of these projects to bring in much needed financial support. Thus resources are dissipated to the detriment of regular programs. 3.2. It cannot be denied that government salary scales for state colleges and universities, including those of UPLE, are not as competitive as those offered by the private sector or international agencies. Thus many of its faculty and staff with graduate and doctoral degrees have been lost to these agencies. 3.3. The TUPLB may have overlooked to institutionalize planning. It has been engrossed with the solution of adhoc problems, resulting to the slackening of faculty development and equipment acquisition after the completion of the World Bank support. This problem is another offshoot of financial constraints. Plans can be conceived and written out, but their implementation is constrained by logistics support. All the above problems are rooted on the fact that the government has established too many state colleges and univer- sities of agriculture for its capacity to adequately support. Thus after the initi4l'enthusiasm is over, the pace of grwoth could not be maintained. It is therefore imperative that the government reviews its national agriculture and agriculture education plans. It must make the decision to retain and develop only a select few state colleges and universities of agriculture, already equipped with competent faculty, staff and essential resources. - 62 - ATTACHMENT II (Page 4 of 4) In closing, let me reiterate that I agree with the views of the report as an outsider looking into the UP system that the invest- ments made in the UPLB by the World Bank "was well placed". Certainly it was an investment that would keep on bringing increasing returns. Lastly, let me thank you for giving me the opportunity to express my views on the report. Regards and best wishes. Very truly yours, Xre e.AYO - 63- COMMENTS FROM THE BORROMER ATTACHMENT III 1S83 FEB li All IF CAELE -0 1a' EST~ WORLDBNK440099C G ET REG EG\ MIG046 LOS2A,LOS LOSACS CAP , IRE PHILS 22 15 1600 SHIV K APUR OPERTIONS EVALUATION EDEPT. WORLD BANK WAS INSTON, DC WE CONCUR WITH PRESIDENT BERNARDOS COMMENTS NO FURTHER SUGGESTIONS FOR CHANCELLO R JAVIER ABLES WORLDBNK4400990 QUAL ITYENG G.ET REG EC 1::L$ 2-17-'^ ED -REPLY VIA ITT - 65 - ANNEX 1 IMPACT EVALUATION REPORT PHILIPPINES: FIRST EDUCATION PROJECT (LOAN 393-PH) Evolution of Institutional Units at UPCA/UPLB Date of Establishment College Institute Center Others Pre-Project 1909 Agriculture 1916 Forestry 1960 ACCIll CDC2/ 1962 DTRI*Y IRRI*/ Post-Project 1973 Science and ARI- (transferred Humanities from Dillman) Graduate School 1974 IHF_/ CPDq7/ 1975 IPB_/ IADA-9/ 1976 INSAE1I1 NCPC11/ 1977 NTCRDI!2/ PHHTRC*13/ 1978-80 CDEM4/ AMTC 5/ * International 1/ Agricultural Credit and Cooperative Institute 2/ Community Development Center 3/ Dairy Training and Research Institute 4/ International Rice Research Institute 5 Agrarian Reform Institute 6/ Institute of Human Ecology 7/ Center for Policy Development Studies 8/ Institute of Plant Breeding 9/ Institute of Agricultural Development and Administration 10/ Institute of Agricultural Engineering and Technology 11/ National Crop Protection Center 12/ National Training Center for Rural Development 13/ Post Harvest Horticulture Training Center 14/ College of Development Economics and Management 15/ Agricultural Machinery Testing Center - 66 - ANNEX 2 IMPACT EVALUATION REPORT PHILIPPINES: FIRST EDUCATION PROJECT (LOAN 393-PH) Diversification of Programs of Instruction at UPLB in the 1970s Programs in 1972 I. Bachelor's Degree-Program II. Graduate Degree-Programs College/Curricula A. College of Agriculture A. Master of Science 1. B.S. Agriculture Major fields: Major Fields: Ag. Botany Ag. Botany (Weed Control) Ag. Chemistry Ag. Chemistry Ag. Education/Ag. Extension Ag. Education/Ag. Extension Ag. Economics Ag. Economics Agronomy Agronomy (Plant Breeding) Ag. Communications (Horticulture) Animal Husbandry (Field Crops) Entomology/Zoology (Sugar Cane) Plant Pathology (Fruit Crops) Soils (Rice) Animal Husbandry 2. B. S. Ag. Education (Poultry) (Swine) 3. B. S. Ag. Engineering (Animal Breeding) (Goat Raising) 4. B. S. Ag. Extension (Meat Processing) (Cattle Raising) 5. B. S. Agri-Business Ag. Botany (Weed Control) Experimental Statistics 6. B. S. Ag. Chemistry Plant Pathology (Micro- biology) 7. B. S. Home Technology Soils (Soil Conservation) Major fields: B. Master of Forestry Foods/Nutrition (3 major fields) Family Development Home Management C. Master of Science in Forestry B. College of Forestry (3 major fields) 1. B. S. Forestry D. Doctor of Philosophy Major fields: (in above fields) Forest Biological Sciences Forest Resources Management Wood Science & Technology - 67 - ANNEX 3 Page 1 IMPACT EVALUATION REPORT PHILIPPINES: FIRST EDUCATION PROJECT (LOAN 393-PH) Diversification of Programs of Instruction at UPLB in the 1970s Programs in 1977 I. Bachelor's Degree-Program College/Institute/Curricula (year of introduction of degree course) A. College of Agriculture 1. B. S. Agriculture (1909) Major fields: Ag. Education Ag. Extension Agronomy Animal Science Entomology Horticulture Plant Pathology Soil Science 2. B. S. Development Communication (1973) Major fields: Development Journalism Community Broadcasting Educational Media 3. B. S. Food Technology (1973) 4. B. S. Sugar Technology (1972) B. College of Forestry 1. B. S. Forestry (1921) 2. B. S. Forest Products Engineering (1974) 3. Ranger Certificate (1916) C. College of Sciences and Humanities 1. A. B. Communication Arts (1973) Major fields: Speech Communication Theater Arts Writing 2. A. B. Sociology (1975) 3. B. S. Applied Math (1972) - 68 - ANNEX 3 Page 2 4. B. S. Biology (1972) Major fields: Cell Biology Microbiology Genetics Ecology Systematics 5. B. S. Botany (1975) 6. B. S. Chemistry (1972) 7. B. S. Mathematics (1973) 8. B. S. Statistics (1973) 9. B. S. Zoology (1975) D. College of Agriculture/Science and Humanities Joint Programs 1. B. S. Ag. Chemistry (1969) E. Institute of Human Ecology 1. B. S. Home Technology (1951) Major fields: Food & Nutrition Family Development Home Management 2. B. S. Human Ecology (1975) Major fields: Community Nutrition Social Technology Human Settlements F. Institute of Agricultural Development and Administration 1. B. S. Agri-Business (1969) 2. B. S. Ag. Economics (1974) G. Institute of Agricultural Engineering and Technology 1. B. S. Agricultural Engineering (1953) - 69 - ANNEX 3 Page 3 II. Graduate Degree Programs A. Master of Agrarian Studies B. Master of Agriculture (in 8 fields of concentration) C. Master of Forestry (in 22 fields of concentration) D. Master of Arts (in Agrarian Studies) E. Master of Science (in 106 specializations) F. Doctor of Philosophy (in 64 specializations) EVOLUTION OF ENROLIMNT AT UPLB IN DEGREE PROGRAMS IN AGRICULTURE. ARTS AND SCIENCES ACADEMIC YEAR A. Undergrad Degree Progr 1962/63 1963/64 1964/65 1965/66 1966/67 1967/68 1968/69 1969/70 1970/71 1971/72 1972/73 1973/74 1974/75 1975/76 1976/77 1977/78 1978/79 1979/80 I. 1. B.S. Agriculture 1408 1664 1864 2079 2078 2150 2123 1733 1767 1648 1256 1163 1262 1332 1304 1183 1107 1028 2. B.S. Agric. Chemistry 119 180 155 108 128 130 41 100 101 103 110 3. B.S. Agric. Education 1 2 9 0 1 1 0 0 4. B.S. Agric. Extension 32 44 _48 39 36 15 5 1 5. B.S. Agric. Engineering - 152 205 211 187 248 279 319 397 413 484 504 6. B.S. Agr. Business/Ag. Economics 86 103 122 151 174 283 396 445 482 7. B.S. Sugar Technoloy----- 71 103 151 157 146 181 226 202 117 8. B.S. Home Technology/ Food Technology/ Home Ecology 91 85 115 142 152 121 146 139 139 157 139 140 137 108 84 105 153 185 Sub-total I 1499 1749 1979 2221 2230 2271 2269 2143 2291 2328 1929 1998 2215 2238 2505 2594 2667 2586 2/ II. 1. B.S. Sciences 3/-69 163 344 492 607 695 751 754 3/- __ _ _ _- -- 2. Other Bachelors Degrees 63 97 128 147 201 245 Sub-total II 69 163 407 589 735 842 952 999 Undergraduate Total 1499 1749 1979 2221 2230 2271 2269 2143 2291 2328 1998 2161 2622 2827 3240 3436 3619 3585 B. Graduate Degree Program - 1. Agriculture-.1 (M. Agr.) __15 21 27 53 72 75 80 75 2. M.Sc. (Agriculture, Forestry, Sciences) 351 391 361 322 365 509 643 852 980 1050 1021 3. Other Mhsters degrees _ 17 37 4. Ph.D 24 42 42 48 71 103 125 152 169 180 219 Graduate Total 196 280 277 281 285 292 302 375 433 403 385 457 639 821 1076 1224 1247 1352 GRAND TOTAL 1695 2029 2256 2502 2515 2563 2571 2518 2724 2731 2383 2618 3261 3648 4316 4660 4866 4937 1/ Excludes non-degree, special students and cross registrants 2/ Mathematics, Applied Mathematics, Botany, Biology, Zoology, Chemistry, Statistics 3/ B.S. Development Comrounications, B.A. Communications 4/ Master of Agriculure,.Master of Agrarian Studies, Master of Arts in Agrarian Studies 5/ Master of Professionai Studies 6/ Includes some Forestry GRADUATES OF UPLB IN AGRICULTURE, ARTS AND SCIENCES ACADEMIC YEAR Degree Program 1962/63 1963/64 1964/65 1965/66 1966/67 1967/68 1968/69 1969/70 1970/71 1971/72 1972/73 1973/74 1974/75 1975/76 1976/77 1977/78 1978/79 A. Bachelor's Degrees 1. 1. B.S. Agriculture 190 150 133 134 131 160 266 198 171 177 183 98 165 177 205 265 275 2. B.S. Agric. Chemistry 7 5 10 12 4 14 8 6 9 8 7 12 4 3. B.S. Agric. Education 1 1 - 2 1 - 4. B.S. Agric. Extension 1 1 5 6 18 10 23 13 3 5. B.S. Agric. Engineering 2 1 2 7 9 15 10 10 11 16 15 27 33 33 6. B.S. Ag. Business/Ag. Economics 4 8 5 8 7 13 50 54 7. B.S. Sugar Technology 6 2 2 1 3 6 8 10 8 10 28 8. B.S. Home Technology/ Food Technology/ Home Ecology 27 18 6 14 20 24 18 21 27 4 21 13 19 42 25 43 43 Sub-total I 223 170 141 150 159 191 301 240 217 210 238 146 244 269 310 427 440 II. 1. B.S. Sciences 3 20 47 66 110 2/ 2. Other Bachelors' Degrees 5 11 22 30 Sub-total II 3 25 58 88 140 Bachelors' Degree Totals 223 170 141 150 159 191 301 240 217 210 238 146 247 294 368 515 580 B. Masters/Doctoral Degrees 1. Agriculture (Masters) 5 9 7 19 18 29 26 2 M.Sc. 20 23 30 34 45 23 40 49 57 90 95 72 70 99 109 146 189 3 Other Masters Degrees 1 2 1 3 2 1 4. Ph.D. 1 2 2 7 4 2 2 16 5 12 26 27 16 33 Sub-total 21 24 32 37 48 27 48 53 59 92 116 86 89 144 154 191 248 GRAND TOTAL 244 194 173 187 207 218 349 293 276 302 354 232 333 413 464 618 688 1/ Mathematics, Applied Mathematics, Botany, Biology, Zoology, Chemistry, Statistics 2/ B.S. Development Conmnunications, B.A. Communication Arts, B.A. Sociology 3/ Master of Science, Community Development - 72 - ANNEX 6 IMPACT EVALUATION REPORT PHILIPPINES: FIRST EDUCATION PROJECT (LOAN 393-PH) ENROLLMENT AND OUTPUT IN THE PHILIPPINES AGRICULTURAL COLLEGES/UNIVERSITIES 1977-78 Enrollment Output of Graduates Degree Bachelor's Program All UPLB as % All UPLB as % Colleges UPLB of total Colleges UPLB of total Agriculture 38,598 1,284/a 3.3 2,896 277 9.6 Agric. Education 4,630 1 - 551 1 - Agric. Engineering 5,773 413 7.2 169 33 19.5 Agric. Extension 458 15 3.3 62 13 21.0 Agric. Technology 3,388 - - 369 -- - Agric. Business/ Management/Economics/ Administration 1,451 396 36.6 115 50 43.5 Animal Husbandry 1,527 -- - 105 - - Sugar Technology - 226 - 10 - Home Technology 1,177 38 0.3 125 25 20 Food Technology - 154 - 14 - 57,362 2,527 4.4 41392 423 9.6 /a Includes Agric. Chemistry. Source: Table compiled by OED on the basis of figures supplied by the Technical Panel for Agricultural Education (for all Colleges/Universities) and by UPLB (for UPLB). ANNEX 7 - 73 - IMPACT EVALUATION REPORT PHILIPPINES: FIRST EDUCATION PROJECT (LOAN 393-PH) Space Utilization in Certain Colleges/Institutes of UPLB 1977-78 and 1979-80 Use expressed as Number of Total Number percentage of Teaching Unit teaching spaces of hours in use 50 hours per week 1977-78 1979-80 1977-78 1979-80 1977-78 1979-80 A. College of Arts and Sciences 1. Mathematics 12 10 335 301 55.0 60.2 2. Chemistry 20 18 482 333 48.2 37.0 3. Social Studies 7 7 228 204 65.1 58.2 4. Life Sciences 4 1 66 32 32.7 64.0 5. Humanities 13 15 417 400 64.2 53.3 6. Botany 11 11 273 415 49.6 75.4 Sub-total 67 62 1801 1685 53.8 54.4 B. College of Agriculture 1. Agricultural Education 4 5 67 45 33.5 18.0 2. Agronomy 4 4 122 127 61.0 63.5 3. Entomology 8 8 181 245 45.3 61.3 4. Development Communications 5 3 71 58 28.4 38.7 5. Horticulture 5 7 96 128 38.4 36.6 6. Plant Pathology 6 6 118 46 39.3 15.3 7. Soil Science 8 5 82 94 21.0 37.6 8. Food Science Technology 2 2 56 36 56.0 36.9 9. Sugar Technology - 3 - 120 - 80.0 10. Animal Science 12 4 192 137 32.0 68.5 Sub-total 54 47 985 1036 36.5 44.1 C. (IADA 6 - 160 - 53.3 - (College of Development ( Economics and Management - 7 - 213 - 60.9 D. Institute of Human Ecology 6 5 79 87 26.3 34.6 E. Institue of Agricultural Engineering and Technology 11 9 304 179 55.3 39.8 F. Agrarian Reform Institute 1 1 14 3 28.0 6.0 G. Physical Education Program - 1 - 18 - 36.0 TOTAL 145 132 3343 3221 46.1 48.8 Source: Data supplied by UPLB. Table compiled by OED mission. - 74 - ANNEX 8 IMPACT EVALUATION REPORT PHILIPPINES: FIRST EDUCATION PROJECT (LOAN 393-PH) -UPLB LIBRARY RESOURCES AND THEIR USE (a) Library Collection and Seating Capacity of the Central Library in Selected Years: May 1962* June 1967* June 1970 Dec. 1975 Dec. 1979 Number of Volumes 28,476 48,713 68,107 85,397 97,578 Seating Capacity 500 337 329 649 649 *1962 and 1967 figures do not include bound periodicals. (b) Holdings of UPLB libraries, November 1979: Central Forestry Rural High CDEM ACCI ARI DTRI Types of Materials Library Library School Library Library Library Library Library Total Books Pamphlets & Bound Periodicals 91,091 20,134 5,747 901 1,598 7,669 2,211 129,351 Theses/Dissertations 6,210 573 - 838 17 141 700 8,429 Microforms/Maps 1,650 933 -- -- -- 6 122 2,711 98,95 21,64 _ 1,739 l,5 71 3 1402541 (c) Use of the Library (for period January - November 1979): Academic Adminis- Others Non-Teaching trative (e.g. Gov't, Students Faculty Staff Staff Researchers) Total 1. Circulation: Books/Pamphlets 64,095 5,654 4,928 198 - 74,875 2. Circulation: Other Materials (Theses, Dissertations) 10,275 -- - 480 10,755 3. Intra Library Loans 1 13 8 - 9 31 4. Inter Library Loans - 3 26 4 214 247 5. Reserve Books/Pamphlets 95,797 21 16 4 - 95,838 6. Periodicals 121,778 438 315 78 295 122,904 7. Other Materials 381 27 9 12 29 458 Total 292,327 6,156 5_1302 296 1.027 3052108 Source: Tables prepared by OED mission on basis of data supplied by UPLB. IMPACT EVALUATION REPORT PHILIPPINES: FIRST EDUCATION PROJECT (LOAN 393-PH) Figures of Enrollment and Staff Numbers and Qualifications at Six Agricultural Colleges/Universities 1979-80 -------------Faculty members with--------- Total Total Under- % Masters Bachelors Teaching Students per College/University Enrollment Graduate Graduate Graduate Ph.D. (%) only (%) only (%) Staff (%) Teacher Visayas State College of Agriculture 1,300 1,290 10 21 (8.4) 86 (34.4) 143 (57.2) 250 (100.0) 5.2 Bicol University College of Agriculture 705 672 33 1 (1.2) 16 (19.5) 65 (79.3) 82 (100.0) 8.6 Camarines Sur Agriculture College 1,909 1,243 800 1 (1.0) 22 (20.9) 82 (78.1) 105 (100.0) 15.4 Central Luzon State University 4,636 4,613 23 18 (6.1) 83 (28.3) 192 (65.6) 293 (100.0) 15.8 Mountain State Agriculture College 2,791 2,690 101 12 (5.6) 43 (20.2) 158 (74.2) 213 (100.0) 13.1 Pampanga Agriculture College 932 876 56 6 (5.8) 22 (21.1) 76 (73.1) 104 (100.0) 9.0 GRAND TOTAL 12,273 11,384 1,023 8.3 59 (5.6) 272 (26.0) 716 (68.4) 1,047 (100.0) 11.7 Source: Table prepared by OED mission on the basis of data furnished by above Colleges/Universities. Z0 - 76 - ANNEX 10 IMPACT EVALUATION REPORT PHILIPPINES: FIRST EDUCATION PROJECT (LOAN 393-PH) UPLB: TEACHING LOAD OF DEPARTMENTS (ACADEMIC YEAR 1978-1979 - FIRST AND SECOND SEMESTERS) Average No. of Total No. of Total No. of Units/Faculty UNIT/DEPARTMENT Units Handled Faculty Reporting Reporting 1st Sem. 2nd Sem. 1st Sem. 2nd Sem. 1st Sem. 2nd Sem. College of Agriculture Agric. Education 92.59 147.29 13 18 7.12 8.18 Agronomy 81.75 63.25 25 22 3.27 2.86 Animal Science 111.05 110.37 20 23 5.55 4.80 Dev't Communication 58.50 55.00 11 10 5.32 5.50 Entomology 73.75 70.25 14 13 5.27 5.40 Food Science & Tech 43.75 47.00 7 8 6.25 5.88 Horticulture 92.83 108.85 30 33 3.09 3.30 Plant Pathology 57.75 65.25 13 14 4.44 4.66 Soil Science 57.75 54.56 13 12 4.44 4.54 Sugar Technology 18.00 15.50 4 4 4.50 3.86 Sub-Total 687.72 737.31 150 157 4.58 4.70 College of Arts & Sciences Botany 75.00 71.25 8 11 9.37 6.48 Chemistry 307.50 277.00 33 36 9.32 7.69 Humanities 486.00 468.00 32 34 15.20 13.76 Life Sciences 189.25 190.93 24 26 7.88 7.34 Math. & Physics 276.50 270.00 24 23 11.52 11.74 Social Sciences 238.50 239.50 18 18 13.25 13.30 Statistical Lab. 76.50 79.50 9 8 8.05 9.94 Zoology 85.00 96.00 11 11 7.70 8.73 Sub-Total 1,734.25 1,692.18 159 167 10.90 10.13 College of Dev't Econ. & Mgt. Agric. Economic 86.50 101.75 15 17 5.77 5.98 Economics 20.75 18.75 3 3 6.92 6.25 Management 61.50 64.50 11 11 5.59 5.86 Agrarian Reform Inst. 15.00 10.25 3 3 5.00 3.42 183.75 195.25 32 34 5.74 5.74 Inst. of Human Ecology 71.00 69.21 12 13 5.92 5.32 Inst. Agr. Eng. & Tech Agrometeorology 20.50 16.25 4 2 5.12 8.12 Agric. Process 19.25 28.25 3 3 5.12 8.12 Agric. Machinery 60.56 71.07 8 9 7.57 7.90 Land/Water Resources 33.00 39.00 7 8 4.71 4.88 Sub-Total 133.31 154.57 22 22 6.06 7.03 Physical Education Program 126.66 120.31 9 9 14.07 13.37 College of Forestry 345.00 350.31 39 41 8.85 8.57 Campus-Wide Average 3,281.69 3,319.14 423 443 7.76 7.49 Data supplied by UPLB - 77 - ANNEX 11 IMPACT EVALUATION REPORT PHILIPPINES: FIRST EDUCATION PROJECT (LOAN 393-PH) Number of UPLB Staff on Study Leave by Unit, Place of Study and Degree Pursued (As of February 1980) College/ Philippines Abroad Department/ Post- Sub Post- Sub GRAND Institute MS Ph.D. Doct Total MS Ph.D. Doct Total TOTAL COLLEGE OF AGRICULTURE Agronomy 1 - - 1 - 5 - 5 6 Animal Science - - - 0 - 8 - 8 8 Dev't Communi -cation - - - 0 - 3 - 3 3 Entomology - - - 0 - 3 - 3 3 Food Science & Tech. - - - 0 1 - - 1 1 Horticulture - - - 0 - 7 - 7 7 Soil Science - - 1 1 - 3 - 3 4 Inst. of Plant Breeding - - - 0 - 2 - 2 2 Sub-total 1 - 1 2 1 31 - 32 34 COLLEGE OF ARTS & SCIENCES Botany - - - 0 - 2 - 2 2 Chemistry - 1 - I - 5 - 5 6 Humanities I - - 1 - 2 - 2 3 Life Sciences - - - 0 2 2 - 4 4 Math & Physics - 2 - 2 1 4 - 5 7 Social Sciences 1 1 - 2 - - - 0 2 Statistics 1 - - 1 - 4 - 4 5 Zoology - - - 0 1 2 - 3 3 Sub-total 3 4 - 7 4 21 - 25 32 COLLEGE OF DEVELOPMENT ECONOMICS & MGT. 5 2 - 7 2 18 - 20 27 COLLEGE OF FORESTRY 9 - - 9 1 13 - 14 23 INST. OF AGRICULTURAL ENGINEER. & TECH. 3 - - 3 - 6 - 6 9 INST. OF HUMAN ECOLOGY 1 - - 1 - 3 1 4 5 DAIRY TRAINING & RES. INSTITUTE - - - 0 - - 1I I CENTER FOR POLICY AND DEVELOPMENT STUDIES - - - 0 - 3 - 3 3 LOS BANOS COMPUTER SERVICE UNIT - - - 0 - 1 - 1 1 OFFICE OF THE CHANCELLOR - 1 - 1 - 1 - 1 2 OFFICE OF THE DIRECTOR OF EXTENSION - - - 0 - 1 - 1 1 GRAND TOTAL 22 7 1 30 8 98 2 108 138 *Data supplied by UPLB. - 78 - ANNEX 12 IMPACT EVALUATION REPORT PHILIPPINES: FIRST EDUCATION PROJECT (LOAN 393-PH) Breakdown of UPLB Graduate Enrollment 1979-80 by Employer of the Students Agricultural Higher Education No. of Students % 1. UPLB 705 49 2. Other Colleges and Universities 361 25 Sub-total (1,066) (74.13) Public and International Bodies 1. Government Ministries 147 10 2. Government Authorities/ Commissions 21 1.5 3. IRRI 87 6 4. National Research Centers and Institutions 69 5 Sub-total (324) (22.53) Others 1. Private Agencies 21 1.5 2. Other Agencies 12 1 3. High Schools 15 1 Sub-total (48) (3.34) TOTAL 1 438 100.00 Source: Table prepared by OED mission on the basis of data supplied by UPLB Graduate School. IMPACT EVALUATION REPORT PHILIPPINES: FIRST EDUCATION PROJECT (LOAN 393-PH) Government Budget Allocations for Six Agricultural Colleges/Universities Calendar Year 1980 (financial data given in thousands of Pesos) (Exchange Rate: $1 = V7.4) Visayas Mountain Central Central State State Pampanga Mindanao Luzon State College of Agricultural Agricultural UPLB University University Agriculture College College Advanced/Higher Education (a) Recurrent 20,181 4,490 5,938 3,450 2,821 1,150 (b) Non-recurrent 5,526 - - 6,780 - - Secondary/Elementary Education - 757 952 886 1,084 629 Research 60,293 549 7,535 6,190 1,024 241 Extension 13,902 814 - 3,668 104 471 Auxiliary Service 215 4,743 694 2,620 449 291 General Administrative and Support Services 9,279 5,378 5,157 5,603 1,849 1,915 Sub-total 109,396 16,731 20276 29,197 7,331 4,697 Capital 8,320 4,200 - - 9,000 1,500 TOTAL 117,716 20.931 20,276 29197 16 L331 6,197 Enrollment, 1980 6,005 n.a. 4,636 1,300 2,791 932 Ratio: Recurrent Allocation for Higher Education/Student 3.36 - 1.28 2.65 1.01 1.23 Sources: (a) National Budget for Calendar Year 1980 on financial data. (b) Universities /Colleges on enrollments. IMPACT EVALUATION REPORT PHILIPPINES: FIRST EDUCATION PROJECT (LOAN 393-PH) Budgetary Allocations for Personnel and Other Services - UPLB 1964-79 (in Millions of Pesos) 1964 1965 1966 1967 1968 1969 1970 1971/72 1973 1974 1975 1976 1977 1978 1979 I. Personnel 2.55 3.36 3.09 3.33 3.78 3.09 4.63 8.24 8.22 8.65 11.05 13.48 20.89 23.13 24.44 II. Other Operating Expenses 0.63 0.80 0.71 0.67 0.99 0.51 1.37 3.74 3.32 2.97 5.12 5.07 9.36 8.73 12.05 c Total 3.18 4.16 3.80 4.00 4.77 3.60 6.00 11.98 11.54 11.62 16.17 18.55 30.25 31.86 36.49 (I) as % of Total 80 81 81 83 79 86 77 69 71 74 68 73 69 73 67 Note: Table compiled by OED mission on basis of figures supplied by UPLB. It should be noted that "Other Operating Expenses" includes maintenance, operating expenses, equipment and some minor capital outlay. I-. - 81 - ANNEX 15 Page 1 IMPACT EVALUATION REPORT PHILIPPINES: FIRST EDUCATION PROJECT (LOAN 393-PH) Budgetary Allocation UPLB In Selected Years [(a) Costs of Instruction, Research and Extension and (b) Per Student Costs] (a) Breakdown of Resources by Instruction, Research and Extension (in millions of Pesos) 1974/75 1975/76 1978/79 UP External UP External UP External Instruction Undergraduate 6.4 2.9 7.8 1.5 13.4 5.0 Graduate 2.4 3.0 3.0 2.7 4.1 5.4 Research 9.4 17.6 14.7 28.9 20.7 23.4 Extension 9.2 9.2 9.3 7.1 10.1 8.9 Total 27.4m 32.7m 34.8m 40.2m 48.3m 42.7m Source: Table compiled by OED mission of the basis of figures supplied by UPLB. - 82 - ANNEX 15 Page 2 (b) Estimate of Costs per Student 1974/75 1975/76 1978/79 Cost per Cost per Cost per Number of Student Number of Student Number of Student Students in Pesos Students in Pesos Students in Pesos Undergraduate 2,834 3,276 3,061 3,038 3,808 4,830 Graduate 747 7,275 930 6,040 1,303 7,250 Source: Data provided by UPLB. - 83 - ANNEX 16 IMPACT EVALUATION REPORT PHILIPPINES: FIRST EDUCATION PROJECT (LOAN 393-PH) NETWORK OF NATIONAL AND REGIONAL AGRICULTURAL RESEARCH CENTERS A. Multi-Commodity National Research Centers 1. Central Luzon State University (CLSU), Munoz, Nueva Ecija 2. University of the Philippines at Los Banos (UPLB), Laguna 3. Visayas State College of Agriculture (VISCA), Baybay, Leyte 4. University of Southern Mindanao (USM, formerly MIT), Kabacan, North Cotabato B. Single-Commodity Research Centers 1. Forest Research Institute (FORI), Los Banos, Laguna 2. Philippine Sugar Commission (PHILSUCOM), La Granja, La Carlota City 3. Philippine Coconut Authority (PCA), Bago Oshiro, Davao 4. Philippine Tobacco Research and Training Center (PTRTC), MMSU, Batac, Ilocos Norte 5. Philippine Cotton Research and Development Training Center (PCRDTC), MMSU, Batac, Ilocos Norte C. Regional Research Centers 1. Mariano Marcos State University (MMSU), Batac, Ilocos Norte 2. Isabela State University (ISU), Cagayan and Echague Campuses, Isabela 3. Mountain State Agricultural College (MSAC), La Trinidad, Benguet 4. Palawan National Agricultural College (PNAC), Aborlan, Palawan 5. La Granja Experiment Station, Bureau of Plant Industry (BPI), La Granja, La Carlota City 6. Central Mindanao University (CMU), Musuan, Bukidnon 7. Davao Experiment Station, Bureau of Plant Industry (BPI), Bago Oshiro, Davao City 8. Camarines Sur Agricultural College, Pili, Camarines Sur - 85 - TABLE 1 Comparison of Responses: Previous and Present Job Respondents' Assessment of Job Level Type of Work and Training Required (Expressed as %) Previous Job Present Job A. Level and Kind of Position Held 1. Senior Managerial/Executive 4 10 2. Senior Research 8 11 3. Senior Technical 8 16 4. Mid-level Administrative 11 11 5. Mid-level Research 19 17 6. Mid-level Technical/Professional 36 23 7. Research Assistant 14 12 Total 100 100 B. Professional Activity Performed in Job 1. Research 33 36 2. Extension 20 17 3. Teaching 17 17 4. Management 25 26 5. Miscellaneous (agribusiness, farming, sales, information dissemination, etc.) 5 4 Total 100 100 C. Level of Training Required for Position 1. High School Diploma 1 0 2. Subprofessional Technical Training 1 0 3. BA/BS 88 76 4. MA/MS 9 21 5. PhD 1 3 Total 100 100 D. Field of Training Required for Position 1. General Agriculture (or simply "Agriculture") 67 59 2. Specialized Agricultural Science 16 22 3. Home Economics/Nutrition 2 2 4. Education or Agricultural Education 4 3 5. Agricultural Economics & Management 4 7 6. Social Sciences or Natural Sciences 3 3 7. Development Communications 1 1 8. Engineering or Agricultural Engineering 2 1 9. Other 1 2 Total 100 100 - 86 - 1ABLE 2 ASSESSMENT OF PHYSICAL FACILITIES AND QUALITY OF EDUCATION AT UPCA/UPLB BY UPCA/UPLB GRADUATES INCLUDING THOSE WHO HAD ALSO STUDIED ABROAD OR ELSEWHERE IN THE PHILIPPINES Those Who Had Studied Those Who Had Studied Elsewhere in the All Respondents Abroad Philippines A/ C D A B C D A B C D (a) Facilities or opportunities for: Laboratory Work: Undergraduate 261 : 18 72 10 43 : 9 84 7 41 : 15 66 19 Graduate 82: 30 61 9 14 :29 71 - 23 :17 78 5 Library Work: Undergraduate 260 : 30 62 8 43 : 23 70 7 42 : 21 69 10 Graduate 91: 66 33 1 15 :53 47 - 25: 56 44 - Farm Practice: Undergraduate 231 : 12 69 18 41 : 10 71 19 38 : 8 74 18 Graduate 58 :12 69 19 12 :8 67 25 16 :12 69 19 Research: Undergraduate 241 : 29 62 9 41 : 17 66 17 30 : 17 69 14 Graduate 88 : 53 44 3 30 : 43 57 - 23 : 52 48 - (b) Textbooks: Availability: Undergraduate 260 : 15 61 24 43 : 16 68 16 41 : 15 56 29 Graduate 92 :45 46 9 15 :60 40 - 26 :46 50 4 Suitability: Underhraduate 250 : 19 70 11 42 : 12 76 12 40 : 15 68 17 Graduate 89 :46 52 2 15 :53 47 - 25 :40 60 - (c) Campus Facilities for: Dormitories: Undergraduate 244 : 8 59 33 37 : 8 60 32 38 : 8 42 50 Graduate 77 :30 51 19 13 :38 54 8 19: 32 32 36 Infirmary: Undergraduate 259 : 7 62 31 42 : 7 76 17 41 : 12 49 39 Graduate 87: 28 60 12 13 :31 54 15 23: 22 t5 13 Extra Curricular: : Undergraduate 251 : 16 69 15 40 : 10 78 12 40 : 17 68 15 Graduate 76 :18 72 9 12 :25 58 17 20: 15 /5 10 (d) Adequacy of Training Received: In Basic Sciences: Undergraduate 256 : 28 71 1 42 : 26 72 2 39 : 15 82 3 Graduate 68: 37 62 1 10 :50 50 - 15: 7 93 - In Agricultural Subjects: Undergraduate 255: 38 61 1 43 :47 53 - 38 : 26 74 - Graduate 76: 43 55 2 12 :58 42 - 20 : 35 65 - In All Other Subjects: : Undergraduate 241 : 16 79 5 40 : 12 80 8 3 : 16 84 - Graduate 76: 32 67 1 12 :42 58 - 22: 18 82 - (e) Quality of Teaching in Terms of: Standards: Undergraduate 260 : 59 40 1 43 : 65 35 - 40 : 63 37 - Graduate 82: 50 48 2 13 :62 38 - 23: 39 52 9 Relevance to Local Needs: Undergraduate 258 : 38 60 2 43 : 37 63 - 40 : 40 60 - Graduate 83: 47 51 2 13: 3 62 - 24 :42 58 - 1/ Key: A - Total Number responding to question. B - Percentage answering "excellent". L - Percentage answering "satisfactory". b - Percentage answering "unsatisfactory". Note: Total Figures shown here are somewhat larger than those given in Table 3, since this Table includes all persons responding to this item, whereas Table 3 represents those who have given their year of graduation from UPLB as well. - 87 - TABLE 3 ASSESSMENT OF QUALITY OF EDUCATION AT UPLB BY UNDERGRADUATE AND GRADUATE LEVEL RESPONDENTS Grand Total Graduated Graduated Number of Graduated Before 1969 1969 - 1971 1972 - 1974 Graduated After 1974 Respondents Al/ B C D A B C D A B C D A B C D (a) Facilities or Opportunities for: .. .. : : : : : Laboratory Work: .. .. : : Undergraduate .. 256.. :134: 10 78 12 :22 :27 68 5 :14 :14 86 - :86 :27 60 13 Graduate .. 70.. :9 :11 89 - :2 :50 50 - :6 :17 83 - :53 :32 6U 8 Library Work: .. .. : : : : Undergraduate ..253 .. :131 :18 73 9 :22 :50 50 - :14 :43 57 - :86 :41 50 9 Graduate .. 79.. :9 :44 56 - :2 :100 - - :7 :71 22 - :61 :70 28 2 Farm Practice: .. .. Undergraduate .. 226 .. :124 : 11 74 15 :20: 5 55 40 :12 : 8 67 25 :70. 17 64 19 Graduate .. 46.. :8 :13 75 12 :2 :- 100 - :4 :50 25 25 :32 :6 72 22 Research: .. .. : : : : : Undergraduate .. 236.. :121 :15 72 13 :20 :50 50 - :14 :36 43 21 :81 :42 53 5 Graduate .. 76 .. : 9 : 22 78 - : 2 :100 - - : 7 : 71 29 - :58 : 59 38 3 (b) Textbook: .. .. : : . : : Availability .. .. : : : : : Undergraduate .. 254 .. :133: 9 71 20 :22 :27 64 9 :14 :29 50 21 :85 :18 51 31 Graduate .. 63.. :39: 41 56 3 :9 :78 22 - :4 :50 50 - :11 :18 36 46 Suitability .. .. : : : : : Undergraduate .. 245.. :127: 9 77 14 :21 :29 67 4 :13 :31 62 8 :84 :29 62 9 Graduate .. 78.. :9 : 22 78 - :2 :50 50 - :7 :43 57 - :60 :48 50 2 (c) Campus Facilities for: .. .. : : : : : Dormitories: .. .. : : : : : Undergraduate .. 238 .. :129 : 4 60 36 :20 : 15 75 10 :12 : 17 67 17 :77 : 12 53 35 Graduate .. 68 .. : 8 : 13 88 - : 2 :100 - - : 7 : 14 86 - :51 : 29 49 22 Infirmary: .. .. : : : : : Undergraduate .. 253 .. :132 : 5 69 26 :22 : 14 55 32 :14 : 14 43 43 :85 : 6 59 35 Graduate .. 60 .. : 35 : 31 66 3 : 9 : 33 56 11 : 4 : 50 5U - :12 : 8 42 50 Extra Curricular: .. .. : : : : : Undergraduate .. 245 .. :125 : 9 73 18 :22: 23 59 18 :14 :14 71 14 :84 : 27 65 7 Graduate .. 67.. :8 :25 75 - :2 - - - 6 :17 67 17 :51 :16 75 10 (d) Adequacy of Training Received .. .. : : : : : In Basic Sciences: .. .. : : : : : Undergraduate .. 252.. :130 :21 78 1 :22 :18 82 - :14 :29 71 - :86 :38 58 3 Graduate .. 60 .. : 7 : 29 57 14 :22 : 50 50 - : 4 : - 100 - :47 : 38 62 - In Agricultural Subjects: .. .. : : : . : Undergraduate .. 251 .. :132 : 34 66 :22 : 45 55 :14 : 29 71 :83 : 43 54 2 Graduate .. 68.. :8 . 25 75 :2 :50 50 :5 :20 80 :53 :45 55 - In All Other Subjects: .. .. : : : : : Undergraduate ..236 .. :119 :13 80 8 :22 :14 86 :14 :7 93 :81 :21 74 5 Graduate .. 70.. :7 : 29 71 - :2 :50 50 :7: 100 :54 :35 63 2 (a) Quality of Teaching in Terms of: .. .. : : : : : Standards: .. .. : : : : : Undergraduate .. 255 .. :133 : 56 44 - :22 : 45 55 :14 : 79 21 :86 : 63 34 3 Gradutate .. 75 .. : 8 : 50 50 - : 2 : 50 50 : 7 : 100 :58 : 53 43 3 Relevance to Local Needs: .. .. : : : : : Undergraduate .. 253 .. :131 : 34 65 2 :22 : 27 73 :14 : 64 36 :86 : 43 53 3 Graduate .. 76 .. : 8 : 50 38 13 : 2 : 50 50 : 7 : 14 86 :59 : 49 49 2 L/ A - Total number responding to question. B - Percentage answering "excellent". C - Percentage answering "satisfactory". D - Percentage answering "unsatisfactory". 40TE: Total figures shown in column 1 are sometimes smaller than those given in Column 1 of Table 2, because these represent only those respondents who could be categorized by their year of affiliation with UPLB, whereas Table 2 includes all those responding to this item. RATING OF SKILLS ACQUIRED AT UPLB Grand Total Number of Graduated Before 1969 Graduated By 1971 Graduated By 1974 Graduated After 1974 Respondents A/a B C D A B C D A B C D A B C D Skills Acquired: .. .. : : (a) Technical/Professional General Knowledge: .. .. : : Undergraduate: .. 242.. :128 :93 7 - :21 :90 10 - :12 :83 17 - :81 : 88 12 - Graduate .. 89.. :12: 83 17 - :2 :100 0 - :8 :100 0 - :67 : 94 6 - (b) Technical Professional Specialized Knowledge: .. .. : : : : Undergraduate .. 220.. :112 :84 16 - :19 : 84 16 - :10 :80 20 - :79 :78 22 - Graduate .. 90.. :12: 75 25 - :3 : 67 33 - :8 :88 12 - :67 :94 6 - (c) Research Skills: .. .. : : : : Undergraduate .. 230 .. :112 : 64 34 2 :21 : 76 24 - :13 : 85 15 - :84 : 79 20 1 Graduate .. 97.. :13: 85 15 - :3 :67 33 - :9 :56 44 - :72 :81 19 - I (d) Laboratory Skills: .. .. : : : : Undergraduate .. 217 .. :108 : 52 42 6 :20 : 65 35 - :13 : 46 46 8 :76 : 58 37 5 Graduate .. 87.. :12: 67 25 8 :2 : 50 50 - :8 :50 50 - :65 :52 45 3 (e) Management Skills: .. .. : : : Undergraduate .. 168 .. : 83 : 49 41 10 :12 : 17 83 - : 9 : 22 67 11 :64 : 52 39 9 Graduate .. 65.. :9 : 56 33 11 :1: - -100 :8 :50 38 12 :47 :36 60 4 (f) Business Skills: .. .. : : ; : . Undergraduate .. 132 .. : 66 : 21 65 14 : 7 : - 71 29 : 8 : - 50 50 :51 : 25 59 16 Graduate .. 45 .. : 7 : 14 57 29 : 1 : - 100 - : 6 : - 83 17 :31 : 13 65 22 (g) Other Skills: .. .. . . . . Undergraduate .. 18.. :13: 46 46 8 :2 :100 - - :1:100 - - : 2 :50 50 - Graduate .. 13.. :3 : 67 33 - :0: - - - :3: -100 - : 7 :71 29 - 1/ A = Total number responding to question. 4- B = Percentage answering "of great benefit". C = Percentage answering "of some benefit". D = Percentage answering "of no benefit". - 89 - TABLE 5 COMPARISON OF SKILLS ACQUIRED AT UPLB AND ELSEWHERE AMONG THOSE GRADUATES WHO HAD STUDIED AT UPLB AND OTHER INSTITUTIONS Acqiured at UPLB Acquired Elsewhere Ak/ B C D A B C D Skills Acquired At UPLB/Elsewhere: : (a) Technical/Professional General Knowledge: Other Philippine Universities : 49 : 90 10 - :30 : 63 37 - Study Abroad : 41 : 93 7 - :32 : 81 19 - (b) Technical Professional Specialized Knowledge: : Other Philippine Universities : 50 : 86 14 - :33 : 58 39 3 Study Abroad : 34 : 82 18 - :35 : 91 9 - (c) Research Skills: Other Philippine Universities : 51 : 65 29 6 :27 : 56 33 11 Study Abroad : 38 : 68 32 - :34 : 82 18 - (d) Laboratory Skills: Other Philippine Universities : 44 : 52 43 5 :23 : 39 57 4 Study Abroad : 35 : 51 40 9 :25 : 64 28 8 (e) Management Skills: Other Philippine Universities : 40 : 37 55 8 :35 : 71 29 - Study Abroad : 25 : 36 56 8 :22 : 77 18 5 (f) Business Skills: Other Philippine Universities : 32 : 28 56 16 :25 : 52 48 - Study Abroad : 26 : 17 61 22 :17 : 47 47 6 (g) Other Skills: Other Philippine Universities : 8 : 53 47 - : 9 : 89 11 - Study Abroad : 6 : 50 50 - :10 :100 - - 1/ A = Total number responding to question. B = Percentage answering "of great benefit". C = Percentage answerinLg "of some benefit". D = Percentage answering "of no benefit". RATING OF SKILLS ACQUIRED OUTSIDE OF UPLB BY UNDERGRADUATES AND GRADUATES Grand Total Number of Grad ated Before 1969 Graduated By 1971 Graduated By 1974 Graduated After 1974 Respondents Al' B C D A B C D A B C D A B C D Skills Acquired: .. .. : : : : : (a) Technical/Professional .. .. : : General Knowledge: .. .. : : : Undergraduate: .. 103 .. : 62 : 66 34 - :10 : 60 40 - : 4 : 75 25 - :27 : 48 52 - Graduate .. 45.. :7 :100 - - :0: - - - :4:25 75 - :34 :53 47 - (b) Technical Professional .. .. : : : : Specialized Knowledge: .. .. : : : : Undergraduate .. 113.. :69: 72 28 - :11 :64 36 - :771 29 - :26 :58 38 4 Graduate .. 45 .. : 7 : 100 - - : 1 :100 - - 4 : 50 50 - :33 : 58 42 - (c) Research Skills: .. .. : : : : : Undergraduate .. 97.. :56: 77 21 2 :5 :58 42 - :12 :60 40 - :24 :50 33 17 Graduate .. 40 .. : 8 : 100 - - : 1 :100 - - : 3 :100 - - :28 : 46 46 8 o (d) Laboratory Skills: .. .. : : : : : : Undergraduate .. 70 .. : 45 : 58 36 7 : 9 : 56 44 - : 1 : - - 100 :15 : 40 33 27 Graduate .. 36 .. : 6 : 50 33 17 : 1 :100 - - : 3 :100 - - :26 : 42 50 8 (e) Management Skills: .. .. : : : : : : Undergraduate .. 121 .. : 73 : 78 21 1 :15 : 67 27 6 : 4 : 50 50 - :29 : 59 41 - Graduate .. 52.. :10: 100 - - :2 :50 50 - :4 :25 75 - :36 :75 25 - (f) Business Skills: .. .. : : : : : : Undergraduate .. 105 .. : 59 : 52 46 2 :12 : 50 42 8 : 3 : 33 67 - :31 : 42 48 10 Graduate .. 44.. :8 : 50 50 - :1: - 100 - :5 :20 80 - :30 :57 40 3 (g) Other Skills: .. .. : : : : : : : : Undergraduate .. 27.. :21 :100 - - :3 :67 33 - :0: - - - :3:100 - - Graduate .. 12.. :4 :100 - - :0: - - - :1:100 - - : 7:86 14 - 0' 1/ A = Total number responding to question. B = Percentage answering "of great benefit". C = Percentage answering "of some benefit". D = Percentage answering "of no benefit". - 91 - CHART 1 1962. ORGANIZATIONAL STRUCTURE, LOS BANOS CAMPUS UNIVERSITY OF THE PHILiPPINES COLLEGE OF AGRICULTURE, LOS BANOS University President [ Dean of College of Agriculture Director of Director of College Coordinator ofof Departments Research Instruction Secretary Student Affairs Superintendent Farm Director of Supervisor Agricultural Botany Plant Superintendent Business Affairs Men Students Agricultural Chemistry - Physician in Supervisor Charge Los Banos Principal Collection and Women Agricultural Economics - Infirmary Librarian Disbursing Officer Students Property Office of Oper Agricultural Extension Engineerng and Publications AdministrativeAo nk and Legal Officer Aia ubnr Entomology- Home Technolg Languagae- Plant Pathology- Physical Education Military Sciences and Tactics Soils -: World Bank - 23758 SEPTEMBER 1971. UNIVERSITY OF THE PHILIPPINES, LOS BANOS UNITS President of the Extension Policy Board University of Philippines - Undergraduate Counci Vice President I Agriculture and Forestry -- Grdute Council - - - - - - - - - - - - - - Research Council Director Business and Director of Instruction Administrative Servicesg etr Fy Legal Counsel Office of Physcial Personnel Computing Center Library Internal Auditor Central Records Accounting Textbook Board Physical Education Budget Officer Property Security Student Residences ROTC Assistant for Planning Hsgfm and Development College of Ariculture Collegelof Frestry College of Basic Sciences Dairy Training and Agricultural Credit and Co1l10) of Agicldr Humanitie f)rsr Research Institute Cooperatives institute (1962) (1960) l - Departments Bo t -- Divisions Divisions Divisions Lends - Central Experiment Departments Director of Director of Director of Station Graduate Studies Extension Research Central Forest Experiment Station Marketing Forest World Bank - 23759 - 93 - CHART 3 1978. UNIVERSITY OF THE PHILIPPINES AT LOS BANOS - UPLB Board of Regents President of University Chancellor UP LB Office of Legal Assistant to the Assistant for Planning Assistant Public Information Students Affairs Counsel Chancellor and Development Auditor Officer General Budget Services Office Vice Chancellor, Vice Chancellor, Academics Administration Director of Director of Director of Accounting Personnel Physical Plant Instruction Research Extension Division Division C ontiuingivisoi Office of the Instrumentation ctin Cash Security uildingsand Registrar Center Center Division Oivision Grounds Department Milit, Social Property Health Mechanical and Science and Tactics Laboratory Division Service Trans Service Department Barrio Records Food Physical Education Deveoment Service Library Laguna eLand Grant Museum of Graduate Polcies and Natural History School Deve m t udI F III National Trainig College of College of Arts Institute of Agricul- College of Center for Rural cluetural Engineering Development Agriculture and Sciences Dev and Adm and Technology Forestry National Crop Institute Plant Dairy Training grarian Agric Machinery Regional Protection Center Breeding and Research Ref Institute g and Forestry Extension Institute Eval Center Office La Granja Central Agricultural Credit Forestry Makiling Training and Experiemental High ool and Cooperatives Development Research Station Station Institute Center Forest World Bank - 23760 - 93 - CHART 3 1978. UNIVERSITY OF THE PHILIPPINES AT LOS BANOS - UPLB Board of Regents President of University Chancellor UP LB Office of Legal Assistant to the Assistant for Planning Assistant Public information Students Affairs Counsel Chancellor and Development Auditor Officer General Budget Services Office Vice Chancellor, Vice Chancellor, Academics Administration Director of Director of Director of Accounting Personnel Physical Plant Instruction Research Extension Division Division Division Office of the Continuing Cash: Security Buildings and Registrar Center CnterDivision Division Grounds Department Milit, Social Property Health Mechanical and Science and Tactics Laboratory Division Service Trans Service Barrio7i.oFd Department De riomn Records Foodin Physical Education De l mentDivision ServiceHousing Library nngLaguna eLand Grant Center for Museum of Graduate - Policies and Natural History School Development Studies National Training College of College of Arts Inst A Institute of Agricul College of Centr fo Rual C s' r-cturaI Engineering Development Agriculture and Sciences Dav and Adm and Technology Forestry I I r yo Institute Plant D e - ReAgrasitn Agric Machinery Regional NainlCrpisitt ln and Research Testing and Forestry Extension Institute Eval Center Office La Granja Central Rural Agricultural Credit Forestry Makiling Training and - Experiemental High School and Cooperatives Development *kForest Research Station Station Institute Center World Bank - 23760 一94→ CHART4 ORGAN!ZATIONAL STRUCTURE OF THE UpLB一JUNE 1979 斗 World Bank一23761